La Salette of Roxas College, Inc. Magsaysay St.

, Vira, Roxas, Isabela

THE PROFICIENCY LEVEL IN READING OF THE

GRADE 7 GENESIS STUDENTS OF LA SALETTE OF ROXAS COLLEGE INC.,

S.Y. 2018-2019: A STUDY

A Thesis

Presented to

The Faculty of Teacher Education Department

La Salette of Roxas College Inc.,

Roxas, Isabela

In Partial Fulfillment of the

Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

By

LESTER PAUL L. ESQUIVEL

JHAMICA NICOLE O. CAMPS

MARCH 2019
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

APPROVAL SHEET

This research, entitled “THE PROFICIENCY LEVEL IN READING OF

THE GRADE 7 GENESIS STUDENTS OF LA SALETTE OF ROXAS COLLEGE
INC. S.Y. 2018-2019: A STUDY”, prepared and submitted by LESTER PAUL L.
ESQUIVEL and JHAMICA NICOLE O. CAMPS, in partial fulfillment of the
requirements for the degree of Bachelor of Secondary Education Major in English, has
been examined and is recommended for ORAL EXAMINATION.

EDITHA A. GRIJALVO, MAEd

Adviser, Education Department

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade

of________ on May ____ 2018.

REV. FR. MARCELINO P. MESA, MS, Ph.D.

Chairman

SR. CONCEPCION B. ULANDAY, SFIC, MAEd ARNOLD B. TAGANAS, MAEd

Academic Dean Research Coordinator

Accepted and approved in partial fulfillment of the requirements for the Degree of
Bachelor of Secondary Education major in English.

REV. FR. MARCELINO P. MESA, M.S., Ph.D.

Director
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

ACKNOWLEDGEMENT

For several semesters of challenges, hardships and sacrifices, the long awaited

dream came into reality. The fruits of our hard work are the offshoots of the valuable,

extreme support, and continuous help of the success of this study. It is therefore right to

express in this piece of work, their sincerest gratitude and deep sense of appreciation.

First of all, to Almighty God, who at the times gave us the knowledge and

strengths and the endurance to stay awake throughout sleepless nights during the

completion of this study and giving us the good spirit, sound mind and healthy body and

whom we have received blessings and for the love that inspired us in making this study

worthwhile and successful;

To our adviser, Mrs. Editha A. Grijalvo, MAEd, Ph.D. Units, for her

encouragement and patience instructing them throughout the entire process, for her

captivating and unending motivation that pushed the researchers to finish this study;

Rev. Fr. Marcelino P. Mesa, M.S., Ph.D., for his valuable support, approval and

acceptance of the fulfillment of our requirements of this study;

Sr. Concepcion B. Ulanday, SFIC, academic dean, for her understanding,

patience, guidance and support of the fulfillment of this study;

Mr. Arnold B. Taganas, MAEd, for his expression of interest on the topic of this

study which inspired the researcher to do better, and for the encouragement and support

he gave for his study;

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Sr. Rosal R. Toquilar, principal of La Salette of Roxas Basic Education, who

gave their cooperation to achieve the aims of the study;

The researchers offer gratitude to everyone who have supported, encouraged and

helped the researcher to pursue to this study.

Grateful acknowledgement is especially extended to our beloved parents and

guardians, Mrs. Margarita L. Esquivel and Mrs. Noni Camps, for their assistance that

inspired and fortified them to face the realities of life, their love and unceasing

encouragement, financial help as well as moral and spiritual support, without them piece

of work would not have been possible

Warmest and heartfelt thanks to all of you!

LESTER PAUL L. ESQUIVEL

JHAMICA NICOLE O. CAMPS

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

DEDICATION

This valuable work is sincerely and wholeheartedly dedicated to our parents, for their

endless love, moral and financial support, encouragement, strong faith with us, taught us

that life is giving, and coupled of prayers that paved the way for the success of this

research.

To our brothers, sisters, relatives and friends who have inspired us to finish this study and

for their support and pieces of advice.

Above all, to our almighty God, for his blessings and unfading love

Through Him, this research has come into reality.

LESTER PAUL L. ESQUIVEL

JHAMICA NICOLE O. CAMPS

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

TABLE OF CONTENTS

TITLE PAGE PAGE

APPROVAL SHEET…………………………………………………………i

ACKNOWLEDGEMENT……………………………………………………ii

DEDICATION……………………………………………………………….iv

TABLE OF CONTENTS…………………………………………………….v

ABSTRACT…………………………………………………………………ix

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Background of the study……………………………………………...1

Conceptual Framework……………………………………………....5

Statement of the Problem…………………………………………….6

Hypothesis …………………………………………………………...6

Significance of the Study…………………………………………….6

Scope and Delimitation………………………………………………7

Definition of Terms…………………………………………………..8
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………….......10

Foreign Literature……………………………….…………………..16

Foreign Study……………………………………………………….26

Local Study…………………………………………………………..29

CHAPTER 3 RESEARCH METHODOLOGY

Research Design……………………………………..…….….….…32

Research Respondents………………………………………...…….33

Research Instruments………………………………………..….…...33

Questionnaire…………………………………………………….….33

Scoring the Questionnaire…………… ………………………........34

Data Gathering Procedure…………………………………….…….35

Statistical Treatment……………………………………….….…….35

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1 Frequency and Percentage Distribution

of Respondents According to Level of Proficiency

in Reading Comprehension………………………….….....37

Table 2 Frequency and Percentage Distribution

of Respondents According to Level of Proficiency

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

in Pronunciation………………………………………...….38

Table 3 Frequency and Percentage Distribution

of Respondents According to Proficiency

in Vocabulary………………………………………………39

Table 4 Frequency and Percentage Distribution

of Respondents According to Proficiency

in Homonyms and Homographs…………………………....40

Table 5 Reading Attitudes of the Respondents

in Reading…………………………………………………..41

Table 6 Performance Level of the Respondents

in English for the Third Quarter of

Academic Year 2018-2019…………………………………42

..

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings………………………………………..……..43

Conclusions………………………………………………………...46

Recommendations………………………………………………….46

Bibliography…………………………………………………….....48

Appendix A………………………………………………………..50

Appendix B…………………………………………………….….52

Appendix C………………………………………………………..62

Appendix D………………………………………………………..64
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Appendix E…………………………………………………….….65

Appendix F………………….…………………………………….66

CURRICULUM VITAE

LESTER PAUL ESQUIVEL……………………………………..67

JHAMICA NICOLE CAMPS…………………………………….68

Documentation……………………………………………………69
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

ABSTRACT

Title : THE PROFICIENCY LEVEL IN READING OF THE

GRADE 7 GENESIS STUDENTS OF LA SALETTE
OF ROXAS COLLEGE INC. S.Y 2018-2019: A STUDY

Researchers : LESTER PAUL L. ESQUIVEL

JHAMICA NICOLE O. CAMPS

Degree : BACHELOR OF SECONDARY EDUCATION

MAJOR IN ENGLISH

Name of School : LA SALETTE OF ROXAS COLLEGE, INC.

School Address : VIRA, ROXAS, ISABELA

School Year : 2018-2019

Adviser : MRS. EDITHA A. GRIJALVO, MAEd

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Reading comprehension is a cognitive process. It requires myriad skills and

strategies especially in teaching grade seven learners. Reading involves various factors

such as background knowledge, vocabulary, pronunciation, active reading skills and

critical thinking that must work together. Numerous programs are designed to improved

reading comprehension.

Reading is invaluable part of our daily lives. “Reading maketh a full man”, this

implies that one can create total view of his life and the environment he lives in through

reading. Reading starts from the simple recognition of sounds, letters and symbols to

receive and interpret the meaning of the words literally and figuratively. However, times

goes on, many propose more comprehensive definitions of reading since most of the

people feel that reading is just very simple and passive process.

Background knowledge plays an essential role in reading comprehension. In an

effort to comprehend a text, students rely on their own background knowledge to link

what they already know to the text they are reading. Background knowledge includes

both reader’s real-world experiences and literary knowledge. Drawing parallels between

background knowledge and text helps students become active readers, improving their

reading comprehension.
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

With critical thinking, students can actively respond to a text more efficiently

when they possess the skills. As students read, they can determine the main idea and

supporting details, the sequence of events and the overall structure of the text. Students

will also be able to identify literary devices and their effect on the text. Having critical

thinking skills help deepen a student’s comprehension of a text, resulting in a positive

reading experience.

However, many students failed to develop the essential skills and knowledge that

enable to become good readers (Spear-Swerling & Sternberg, 1994). Even with the

blueprints and instructional research on reading that may researches proposed, some

students still requires additional support to become good readers. Struggling readers who

do not receive early interventions tend to fall farther behind peers, in some cases reading

difficulties become unmanageable. These difficulties may cause problems for living,

word in survival in general. Smith (2000, p.380) identifies that there is already a gap

between the skills of the workers and the literacy demands of the work place today. One

of the example is Hull (1999) cites a case study in the USA where workers in electronics

factory nearly caused a major and costly mistake because they failed to understand

written instruction. In avoiding these cases, educators must know how to inculcate the

reading habits and among students specially conditioning them to have a passion for

reading.

The child’s success in learning to read and comprehend often depends ability,

experience and on the quality of instructional methodologies used by the teachers. But

researches indicate that some of these methods are best when exposed to rich language

literary environments. But trend in reading instruction indicate a number of alternative

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

options for teachers who are in schools that do not have explicit and rich appropriate

developmental environments. And one method that is greatly recognized with having a

great potential to help in the development of a student’s reading skills is engage them

deeply in a printed text that will allow their knowledge to think for faster learning.

Reading skill refers to the ability to understand written text. It is advisable to

develop this skill at early age of schooling. When students comprehend or understand

written text, and combine their understanding with prior knowledge, they are able to

perform the following three reading-comprehension skills such as Identify simple facts

presented in written text (literal comprehension), make judgments about the written text’s

content (evaluative comprehension, and connect the text to other written passages and

situations (inferential comprehension). (Tefera Tadesse, Michigan State University)

The development of these reading skills is vital to children’s development, and a

sheer volume of studies has demonstrated a link between competency in reading and

overall attainment in school (literacy attainment and other outcomes). According to

OCED’s report on reading for change, a program for International Student Assessment

(PISA), “Reading for pleasure is more important for children’s educational success than

their family’s socioeconomic status.” Besides, there are some other key benefits of

engaging children in reading from the early age. This is so because the development of

reading is a key to future success both in school and in life. By supporting children to

read in their leisure time at every age, parents can help to ensure that children are

equipped with the necessary skills to succeed in later life. (TeferaTadesse, Michigan State

University)
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

On the other hand traditional teaching is concerned with the teacher being the

controller of learning environment. Power and responsibility are held by the teacher and

they play a role of instructor. In this method of teaching, the teacher is the one who gives

lectures, explains and demonstrates the topics, in some cases the learning or lectures are

overly simplifies which the student’s ability to think deeply and comprehend will

decrease or worst cease.

Technology nowadays is a great influence to learners and can be considered as

one of the habits of students in this generation. The generation born after the year 1994

until 2004 is referred to as Generation Z. This is the first generation to be born with

complete technology. They were born with PCs, mobile phones, gaming devices, MP3

players and ubiquitous internet. They are often termed as digital natives and are

extremely comfortable with technology. They can email, text and use computers without

any problem. Hence, some experts point to social media as a downfall of conventional

reading. Students spend a lot more time on the internet and on their smart phone than

they do with books that is why reading proficiency has since suffered.

It is the gap mentioned above that the researchers conducted a study to find out

the proficiency level in reading junior high school students. The Grade 7 Genesis Class of

La Salette of Roxas College, Inc. SY 2019-2020 was the target respondents of the study

who come from the middle to upper classes, thereby expecting them to be exposed in

different computer technologies at home and in school.

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

The study was further limited itself to using test questions that determined the

basic reading skills of the students along the areas of reading comprehension,

pronunciation, and vocabulary.

Figure 1. THEORETICAL / CONCEPTUAL FRAMEWORK OF THE STUDY

INPUT PROCESS OUTPUT

I. English Proficiency
I. Evaluate the Level
of The Grade 7
Output of Competence of
Genesis students in Grade 7 Genesis
Reading. students in
II. Performance Level Reading.
of Grade 7 Genesis II. Assess the Improved
students for the 3rd Performance Level Proficiency Level of
quarter. of the Grade 7 Grade 7 Genesis
Genesis in English Students in English
III. Reading
Attitudes
for the 3rd quarter. Specifically in
of the Respondents
Reading.
in reading. III. Evaluate the
reading attitudes
Ing att
of the
respondents.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _FEEDBACK _ _ _ _ _ _ _ _ _ _ _ _ _

The researchers were guided by the framework above, Figure 1, with the Input

component consisting of English Proficiency, Performance Level, and Reading Attitudes.

Process included evaluation and assessment; Output comprised the improvement based

on the results.

Statement of the Problem

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

This study was intended to determine the proficiency level in reading of the Grade

7 Genesis students of La Salette of Roxas College Inc. for the school year 2018-2019.

Specifically, it sought to answer the following questions:

1. What is the present reading performance of the Grade 7 Genesis students relatively

to:

1.1 Reading Comprehension

1.2 Pronunciation

1.3 Vocabulary

1.4 Homonyms and Homographs

2. What is the performance level in English of the Grade 7 Genesis students for the

third quarter?

3. What are the reading attitudes of the Grade 7 Genesis students?

Hypothesis

There is no significant relationship in the proficiency level in reading and

performance in English of the students.

Significance of the Study

The study is hoped to benefit the following:

School Administrators. This study serves as a guide to the needs of their

students, specifically in establishing rich learning environment or facilities improving the

skills of the students in reading.

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Teachers. This study will provide information about the development of the skills

of the students particularly in reading. This alternative method would be beneficial in

understanding how children better learn how to read by trying different method aside

from the traditional approach. Moreover, this study will help them formulate their own

strategies suited to the needs of their learners in bringing out the abilities of every

student.

Students. This study will help the students in unlocking their potential to be good

readers and competitive workers in the future. Through this, they can develop positive

interdependence, teamwork and competitiveness as a preparation for their future careers.

Parents. This study will let them know how their children learn to read as well as

the factors that affect their reading skills. Having this in mind the parents would therefore

assist their child in improving their reading skills

Community. Having the knowledge of this study will motivate them to support

programs in skills development particular in reading.

Future Researchers. The result of this study can be used as a reference and

information to conduct a new or further study relating to reading skills.

Scope and Delimitation

This study was focused on determining the proficiency level in reading of the

Grade 7 Genesis students of La Salette of Roxas College Inc. SY 2018-2019.

The respondents of this study were limited to the 48 students of Grade 7 Genesis

students of La Salette of Roxas College Inc.

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Definitions of Terms

The following terms are operationally defined in order to ensure a better and

common understanding between the researcher and the readers particularly on some

significant terms and concept used in this study.

Asses. To officially say what the amount, value, rate of (something) is.

Comprehension. This is defined as the ability to grasp the meaning of materials.

This maybe shown by translating material from one to another (words to number), by

interpreting material (explaining or summarizing) and by estimating future trends

(predicting consequences or effects). These learning outcomes go one step beyond the

simple remembering of material and represent the lowest of understanding (Bloom,

1986).

Methodologies. A body of methods, rules, and postulates enjoyed by a discipline

a particular procedure or set of procedures.

Level. A position of a real or imaginary scale of amount quantity, extent or

quality.

Proficiency. A high degree of competency or skills; expertise.

Pronunciation. A particular person’s way of pronouncing a word or the words of

a language.
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Reading Comprehension. Is the ability to read text, process it and understand its

meaning.

Reading. It is an active process in which the reader must make an active

contribution by drawing upon and using currently various abilities he has acquired

(Lardizabal, et al. 1991).

Reading Difficulty. It is any reading deficiency, which interferes with the

satisfaction of reading performance as difficulty in undertaking what was read,

recognition of words and decoding printed words (Pascual, 1995).

Traditional. A way of thinking, behaving, or soing something that has been used

by the people in a particular group, family, society, etc, for a long time.

Technology. The application of scientific knowledge for practical purposes,

especially in industry.

Vocabulary. Words that are related to particular subject.

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The concern of this chapter is to present literature and studies found very

congruent to the present study. It should be mentioned that the perseverance and patience

of the researcher satisfactorily resulted to finding out reading materials that made this

research endeavor more enriched and substantial in information and desired outcome.

The goal of reading is understanding. In order to understand print, a child must be

able to decode the words on the page and to extract meaning. A large body of research

focuses on what is the status of the children in their proficiency in reading and how best

to foster children’s decoding skills. In this study, it first considers what is required in

order to ‘read for meaning’. It is then move on to discuss children who have difficulties

with reading comprehension. The aim is to enable students to assess individual

differences in reading and to foster the comprehension strategies that characterize fluent

reading.

RELATED LITERATURE

The K-12 Language Arts and Multi-Literacies Curriculum is anchored on the

following language acquisition, learning, teaching and assessing principles.

All languages are interrelated and interdependent. Facility in the first language

(L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of

skills and implicit metalinguistic knowledge in one language (common underlying

proficiency or CUP) provides the base for the development of both the first language (L1)

and the second language (L2) (Cummins, J. 1991). It follows that any expansion of CUP
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

that takes place in one language will have a beneficial effect on the other language(s).

This principle serves to explain why it becomes easier and easier to learn additional

languages.

Language acquisition and learning is an active process that begins at birth and

continues throughout life. It is continuous and recursive throughout students’ lives.

Students enhance their language abilities by using what they know in new and more

complex contexts and with increasing sophistication (spiral progression). They reflect on

and use prior knowledge to extend and enhance their language and understanding. By

learning and incorporating new language structures into their repertoire and using them in

a variety of contexts, students develop language fluency and proficiency. Positive

learning experiences in language-rich environments enable students to leave school with

a desire to continue to extend their knowledge, skills and interests.

Learning requires meaning (Malone, Susan. 2006). We learn when we use what

we know to understand what is new. Start with what the students know; use that to

introduce new concepts. They use language to examine new experiences and knowledge

in relation to their prior knowledge, experiences, and beliefs. They make connections,

anticipate possibilities, reflect upon ideas, and determine courses of action.

Learners learn about language and how to use it effectively through their

engagement with and study of texts. The term ‘text’ refers to any form of written (reading

and writing), oral (listening and speaking) and visual communication involving language

(Anderson and Anderson 2003). The texts through which students learn about language

are wide-ranging and varied, from brief conversations to lengthy and complex forms of

writing. The study of specific texts is the means by which learners achieve the desired
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

outcomes of language, rather than an end in itself. Learners learn to create texts of their

own and to engage with texts produced by other people.

Successful language learning involves viewing, listening, speaking, reading and

writing activities (Malone, Susan. 2006). Language learning should include a plethora of

strategies and activities that helps students focus on both MEANING and ACCURACY.

Language learning involves recognizing, accepting, valuing and building on

students’ existing language competence, including the use of non-standard forms of the

language, and extending the range of language available to students. Through language

learning, learners develop functional and critical literacy skills. They learn to control and

understand the conventions of the target language that are valued and rewarded by

society and to reflect on and critically analyze their own use of language and the

language of others.

An effective language arts and multi-literacies curriculum satisfies the following

principles (Massachusetts 2011).

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;

3. draws on literature in order to develop students’ understanding of their literary

heritage;

4. draws on informational texts and multimedia in order to build academic

vocabulary and strong content knowledge;

5. develops students’ oral language and literacy through appropriately challenging

learning;

6. emphasizes writing arguments, explanatory/informative texts and narratives;

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

7. provides explicit skill instruction in reading and writing;

8. builds on the language, experiences, knowledge and interests that students

bring to school;

9. nurtures students’ sense of their common ground in using language/s for

communication as present or future global citizens to prepare them to participate

in school and in civic life, and;

10. assesses and reflects the students’ ability to interpret and/or communicate in

the target language.

The generation born after the year 1994 until 2004 is referred to as Generation Z

(2004. Second Language Studies). This is the first generation to be born with complete

technology. They were born with PCs, mobile phones, gaming devices, MP3 players and

the ubiquitous Internet. They do not know life without technology. Hence, they are often

termed as digital natives and are extremely comfortable with technology. They can email,

text and use computers without any problems. In addition, members of Generation Z can

understand and master advancement in technology. Unfortunately, this reliance on

technology and gadgets has had a negative effect on the members. They rather stay

indoors and use their electronics than play outdoors and be active. They are leading a

sedentary life that can result in health problems later on.

For them, social media platforms are a way to communicate with the outside

world. They are not bothered about privacy and are willing to share intimate details about

themselves with complete strangers. They have virtual friends and for them hanging out
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

with friends means talking to them over the cell phones, emails and text messages.

However, at the same time, this generation is considered to be creative and collaborative

and will have a significant impact on the way companies work when they join the

workforce.

Members of Generation Z are adept at multi-tasking. They can text, read, watch,

talk and even eat simultaneously. However, this has also led to reduced attention span

leading to what psychologists call acquired attention deficit disorder. This generation is

unable to analyze complex data and information as they cannot focus for very long.

While we don’t know much about Gen Z yet...we know a lot about the environment they

are growing up in. This highly diverse environment will make the grade schools of the

next generation the most diverse ever. Higher levels of technology will make significant

inroads in academics allowing for customized instruction, data mining of student histories

to enable diagnostics and remediation or accelerated achievement opportunities.

Gen Z kids will grow up with a highly sophisticated media and computer

environment and will be more Internet savvy and expert than their Gen Y forerunners.

The generation born after the year 1994 until 2004 is referred to as Generation Z.

This is the first generation to be born with complete technology. They were born with

PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do

not know life without technology. Hence, they are often termed as digital natives and are

extremely comfortable with technology. They can email, text and use computers without

any problems. In addition, members of Generation Z can understand and master

advancement in technology. Unfortunately, this reliance on technology and gadgets has

had a negative effect on the members. They rather stay indoors and use their electronics
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

than play outdoors and be active. They are leading a sedentary life that can result in

health problems later on.

For them, social media platforms are a way to communicate with the outside

world. They are not bothered about privacy and are willing to share intimate details about

themselves with complete strangers. They have virtual friends and for them hanging out

with friends means talking to them over the cell phones, emails and text messages.

However, at the same time, this generation is considered to be creative and collaborative

and will have a significant impact on the way companies work when they join the

workforce.

Members of Generation Z are adept at multi-tasking. They can text, read, watch,

talk and even eat simultaneously. However, this has also led to reduced attention span

leading to what psychologists call acquired attention deficit disorder. This generation is

unable to analyze complex data and information as they cannot focus for very long.

While we don’t know much about Gen Z yet...we know a lot about the environment they

are growing up in. This highly diverse environment will make the grade schools of the

next generation the most diverse ever. Higher levels of technology will make significant

inroads in academics allowing for customized instruction, data mining of student histories

to enable diagnostics and remediation or accelerated achievement opportunities.

Gen Z kids will grow up with a highly sophisticated media and computer

environment and will be more Internet savvy and expert than their Gen Y forerunners.

Many schools across the country use technology to enhance student learning:

tools such as Internet access, digital cameras, email, interactive whiteboards, laptop

computers, LCD projectors, and course specific software that support the curriculum.
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Most teachers should have a basic understanding of how to use word processing

software, such as Microsoft Word, which is available on all school computers. Many

teachers are allowing students to use the Internet as a source of information for research

projects assignments. Honey (2005) stated that, according to the National Center for

Education Statistics (NCES), public schools have made consistent progress in

expanding Internet access in instructional rooms.

However, the technological tools themselves should not be the focus.

Technology is not the teacher; it is a tool the teacher uses to widen the student's reach

and should complement and enhance what a teacher does naturally. Bassett (2005)

acknowledged the digital age is not about technology; it is about what the teachers and

the learners are doing with the technology to extend their capabilities.

FOREIGN LITERATURE

The introduction of the National Literacy Strategy in English schools in 1998

recommended that schools deliver a structured teaching programme of literacy through a

daily literacy hour. Subsequently in 2006, the Independent Review of the Teaching of

Early Reading chaired by Sir Jim Rose, recommended that the teaching of systematic

phonics should be mandatory within a ‘broad and rich language curriculum’. It is this

broad and rich language curriculum that is fundamental to the development of good

reading comprehension. The implementation of this review used as a framework the

Simple View of Reading .The Simple View of Reading makes clear that two relatively
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separate skills underlie variations in reading development: word recognition skills and

language comprehension processes.

A person’s reading competence depends upon both of these skills: typical fluent

readers are those with good word recognition and comprehension skills, while children

with dyslexia (poor word recognition, and good comprehension). Children with

comprehension difficulties are those poor readers. Poor reading comprehension can

occur either in combination with poor word recognition or when word recognition skills

are well developed. If a young child cannot decode a word accurately, she or he cannot

comprehend that word. Consider the difference in meaning between ‘He thought the girl

was very pretty’ and ‘He thought the girl was very petty’, two sentences that differ by

only a single letter. Accurate decoding of words is necessary for access to meaning.

1: The Simple View of Reading

However, it is children who can decode well but still have comprehension difficulties that

are the focus of this study. Such children often go unnoticed in the classroom because

their difficulties are ‘hidden’ behind their seemingly ‘fluent’ reading. They are referred to

these children as ‘poor comprehenders’

Comprehension is the goal of both reading and listening. Successful

comprehension enables readers (or listeners) to acquire information, to experience and be

aware of other worlds (including fictional ones), to communicate successfully, and to

achieve academic success. Good reading comprehension involves reading the words on

the page, accessing their meanings, computing the sense of each sentence and much else

as well. To understand text in a meaningful way, readers need to integrate the meanings

of successive sentences and to establish local coherence. Readers also need to establish
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how the information fits together as a whole, that is, global coherence. For both local and

global coherence, readers need to incorporate background knowledge and ideas (retrieved

from long-term memory) to make sense of details that are only implicit. Thus, the product

of successful comprehension is a representation of the state of affairs described in the

text. This representation includes causal relations between the events, the goals of the

characters (protagonists), and spatial and temporal information that is relevant to the

story line. Models of skilled comprehension refer to this representation as a mental model

or situation model. These meaning-based representations are not unique to reading

comprehension: they are the product of successful comprehension of spoken discourse as

well.

The importance of local and global coherence and the role of background

knowledge are well illustrated in by this short text, modified from Trabasso and Suh

(1993): Betty wanted to give her mother a present

(1).She went to the department store

(2).She found that everything was too expensive

(3).Betty decided to knit a sweater

(4).One way to establish local coherence is through pronoun resolution.

In the above text, the pronoun “she” in sentences 2 and 3 refers back to the

protagonist “Betty”, who was introduced in the first sentence. The pronoun links the two

sentences and enables their meanings to be integrated. Local coherence alone is often not

sufficient to understand the overall meaning of the text. Why did Betty decide to knit a

jumper? This sentence is anomalous unless the reader makes the causal inference that the

jumper will be the present that Betty gives to her mother. The role of general knowledge
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in successful comprehension is demonstrated by sentences 2and 3: general knowledge

about the conventions of buying and selling and where to purchase presents is needed to

make sense of these two sentences.

Poor comprehenders comprise up to 10% of 7 to 11-year-olds in UK schools.

Children with a similar profile of reading ability are the subject of international studies

and it is noteworthy that the ‘poor comprehender’ profile is observed not only in English

but also in more regular languages that are ‘easier’ to decode (such as Italian).

Listening comprehension is an important foundation for reading comprehension:

children use many of the same processes when reading text as they do to understand

stories read aloud to them. It follows that the comprehension difficulties experienced by

poor comprehenders extend beyond the written word: their comprehension of spoken

texts and their ability to produce coherent narratives is poor.

In contrast to children with dyslexia-related difficulties, poor comprehenders do

not show difficulties on tests of phonological awareness or in the speed and automaticity

with which they can decode single words or nonwords. Some studies have demonstrated

that poor comprehenders use sentence context less when reading than good

comprehenders, and they have some subtle difficulties reading unfamiliar exception

words (e.g. month and mould).However, none of these word-level problems account for

their comprehension difficulties. Poor comprehenders experience a range of difficulties

both in the metacognitive skills and control processes that aid the construction of a

mental representation of text and in some of the oral language processes that underpin

these; many poor comprehenders also have limited working memory capacity (see Box
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2). In addition, it is thought that poor comprehenders adopt a lower standard of

coherence, that is, they are more likely to accept a lack of consistency within a text than

those who comprehend well. Indeed it is likely that a number of different cognitive

profiles are associated with the behavioral manifestations of ‘poor reading

comprehension’.

A large number of reading comprehension assessments is available. This study

offers some general principles regarding the assessment of comprehension skills.

Reading comprehension is not a unitary construct but a complex skill dependent

on number of cognitive processes. To understand written text, a child needs to decode

printed words and to access their meanings; relevant background knowledge needs to be

activated, and inferences have to be generated as information is integrated during the

course of reading. In addition, control processes monitor both ongoing comprehension

and the internal consistency of text, allowing the reader to initiate repair strategies if

comprehension breakdown is detected (at the simplest level, re-reading a section of the

text). The complexity of reading comprehension presents challenges for assessment,

especially as many of the cognitive processes that contribute to reading comprehension

are covert and therefore cannot be directly observed or measured.

Metacognitive Strategies Integration and inference making; Use of cohesive

devices and context; Knowledge of Story Conventions and Structures; Comprehension

monitoring Oral Language Skills Vocabulary; Grammar / Syntax; Oral expression

Higher-level Language Skills Narrative skills; Figurative Language; Discourse processes

Executive Processes Verbal working memory; Suppression/inhibition.

 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

The Simple Model shows that children may be at risk of reading comprehension

failure because of difficulties with word-level decoding accuracy and fluency, with

linguistic comprehension, or with both. A thorough assessment should include tests

designed to measure both decoding and comprehension. Decoding is much simpler to

assess than comprehension and certainly unless they have a reasonable level of decoding

skill, a child will struggle to comprehend text. However, itis important always to

remember that successful decoding is no guarantee that successful comprehension will

follow; in the extreme case of ‘hyperlexia’ a child’s decoding far outstrips their

comprehension and such children have been said to ‘bark at print’.3. Tests of reading

comprehension vary in terms of the nature of text that the child reads, and the response

format via which comprehension is measured. Some texts are as short as a single

sentence whereas others contain extended passages comprising a number of paragraphs.

Some texts are read silently whereas others are read aloud. Of those that are read aloud,

some allow for reading errors to be corrected by the tester. Different response formats

include multiple-choice, true-false judgments, sentence completion, open question-

answer and story-retell. Across all response formats, the nature of the question varies

substantially with some items being more or less dependent on decoding, specific

vocabulary, background knowledge and the particular type of inference needed. Tests

also vary with respect to the load they place on cognitive resources such as working

memory.

Since tests of reading comprehension vary in task demands, it is important to be

clear that the nature of the assessment influences which children may be identified – or

fail to be identified – as having comprehension impairments. Some tests that are

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marketed as measures of reading comprehension are in fact very highly dependent on

decoding. Hence, children can fail because they have decoding rather than specific

comprehension difficulties or, on the other hand, some children may pass leaving their

comprehension impairments undetected. Indeed, some children perform well on tests of

reading comprehension that measure sentence-level comprehension yet has quite

substantial comprehension impairments when reading extended discourse. Another

common problem with many comprehension tests is that certain questions can be

answered correctly using background knowledge (without the text having to be read).

Thus, some children’s reading comprehension difficulties may be masked because they

can rely on general knowledge to answer the comprehension questions while conversely,

children with low levels of background knowledge may be penalized.

Given the complexity of comprehension, it seems likely that children may fail to

understand what they have read for a variety of different reasons. Thus, a comprehensive

assessment should include measures of decoding accuracy and fluency, oral language,

general cognitive resources and working memory as well as reading comprehension. In

addition, every effort should be made to assess comprehension of extended text or

discourse, not just word- or sentence-level comprehension.

The ‘gold standard’ for the identification of a poor comprehender (i.e. someone

with specific reading comprehension difficulties) is the individual administration of a test

of reading comprehension. When teachers are hearing children read, they should

routinely ask them a few questions to probe their understanding; for example, What do

you think the main character felt like? Why do you think that happened? What do you

think will happen next? If a child who, despite being a good reader/speller, has difficulty
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

in answering such questions, then it is recommended they use the Neale Analysis of

Reading Ability (NARA-II), or the more recently standardized York Assessment of

Reading and Comprehension (YARC) to provide a full assessment of such children’s

reading skills: their prose reading accuracy, fluency and comprehension. Observation of

children’s behavior during the test will shed light upon their ability to monitor

comprehension, and to self-correct, as well as their use of ‘look-back’ strategies during

the questioning. Finally, a qualitative analysis of their responses can be helpful in

providing insight into the nature of their difficulties, especially with inferences. In the

early phases of reading instruction, the emphasis is typically on phonics and the

development of decoding skills. It is difficult at this stage to obtain reliable estimates of

reading comprehension. However, it is wise to monitor the development of children’s

vocabulary and their listening skills early on, because slow development of these skills

can signal likely future reading comprehension difficulties.

A meta-analysis conducted by the US National Reading Panel (2000) highlighted

teaching techniques that have been shown to be effective in promoting reading

comprehension: comprehension monitoring, graphic/semantic organizers (diagrams) for

learning new vocabulary, story structure training focusing on plots, characters and main

events, question answering, question generation, summarization (identifying and

integrating details to create a coherent and succinct summary of a text) and multiple

strategy teaching.

One approach that brings together many of these techniques is Reciprocal

Teaching, which has been the basis of many of the later interventions. This form of

multiple strategy teaching is based around discussion between children and a tutor. To
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begin with the activities are highly scaffolded; as skills develop the children take more of

a lead and the input from the tutor is reduced.

A number of small-scale training studies provide evidence that reading

comprehension can be improved in poor comprehenders. Strategies include training in:

Inferencing and monitoring skills

Lexical inference resolution, question generation and prediction

Mental imagery encouraging children to make representational and

transformational pictures in their minds

Visualizing and Verbalizing

RT refers to an instructional activity that takes place in the form of a dialogue

between teachers and students regarding segments of text. The teacher and students take

turns assuming the role of the teacher in this dialogue The dialogue is structured by the

use of four strategies:

A recent large scale randomized controlled trial, the ‘Reading for Meaning’

project http://www.york.ac.uk/res/crl/readme.html compared three different approaches

to ameliorating the reading comprehension difficulties of poor comprehenders:

Text Comprehension (TC) comprised work on inferencing, metacognition and

RT to develop strategies to support text comprehension and production.

Oral Language (OL) focused on training children’s strategies for understanding

and producing spoken language. It used a listening version of RT as a core technique,

linking to activities that targeted key areas of oral language, namely vocabulary,

figurative language and spoken narrative (see Figure 3 for example).

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Combined (COM) made explicit links between written and spoken language and

highlighted strategies that could be used across both domains. It integrated all

components from the other two approaches so that, for example, new vocabulary was

introduced for use in both written and spoken contexts. Each of these programmes,

delivered by trained teaching assistants as part of a 20-week intervention was effective in

bringing about significant gains in reading comprehension. Strikingly, one year after the

intervention finished, the children who received the OL programme were ahead of the

other groups not only maintaining their gains, but also increasing their comprehension

skills further. Gains in reading comprehension have positive effects not only on

children’s attainments but also on their enjoyment of reading and on their self-esteem. It

is vitally important to be aware of individual differences in reading comprehension in

children of all ages, to identify early children who are falling behind their peers and to

put interventions in place.

Vocabulary is significant for English Language Learners (ELLs) but more so in

relation to their comprehension development. Calderon (2007) asserts that pre-teaching

vocabulary is key to reading comprehension development of ELLs. In this instance

though, Miguel highlights the importance and relation of vocabulary in giving a good

reading performance. Since he realized that his vocabulary skills could be improved,

Miguel seemed unsure of his abilities to read aloud despite his being one of the higher

performing students in the class. He said that he had difficulties with vocabulary words

because he does not read the dictionary often. However, Miguel was the only student who

answered in English for both interviews. Despite some lapses in grammar, he was able to
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communicate with Selena quite well in English, regardless of his anxiety about not being

able to perform well as a reader.

FOREIGN STUDIES

Educational research has become a global enterprise, with researchers recognizing

the need to be aware of educational practices in other countries. Burbules (2002) notes

that this international context makes possible the sharing of knowledge and experience

gained in relation to reform and evaluation in different countries. Our case study offers an

example of reading instruction in a Philippine English classroom, a context which has not

been given much attention in the field of reading research. It is our hope that through our

study, we have shared with literacy researchers and educators another view of reading

instruction. In a Philippine classroom setting, reading is perceived as an oral performance

activity by Filipino students because reading aloud is used frequently to negotiate the

lack of resources in Philippine public schools. Comprehension does not matter as much to

these students; rather, they are concerned with how they are perceived as oral readers in

English, which is their second language. Our case study findings provide a different view

of reading, specifically a view of a culture of reading wherein higher status is given to

oral performance rather than comprehension or fluency. Our data also show that the

predominant emphasis on oral performance satisfies only two roles or family of practices

in the “four resources model of reading”: code breakers and text users. All of the students

in the pilot section were not afforded opportunities by the teacher to fully engage with the

four resources, as the class focused mostly on oral recitation as the main indicator for

reading well. Students in this class infrequently assumed the role of meaning-makers and
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text analysts (Luke & Freebody, 1999; Underwood, Yoo, & Pearson, 2007). Instead, both

students and teacher privileged correct pronunciation and reading correctly aloud—

getting the accent right determined who the best students were in the class. In the literacy

field, comprehension is primarily identified as the goal of reading (Duke & Pearson,

2002; Duke, Pearson, Strachan, & Billman, 2011). While we agree that comprehension is

of utmost importance, we argue that in this classroom context, focusing on students’

fluency did not limit students’ development as readers, particularly for those who were

asked to read aloud. What we do feel strongly about is the importance of providing all

students opportunities to assume the role of readers in this classroom by giving all

students a chance to read aloud in class. However, we noticed that, sadly, this was not the

case. There were students such as Richard and Miguel, who were proficient and

motivated readers in English, and who were regular “performers” in the classroom. We

worry, however, about students such as Tony and Jayca, and what their perceptions might

be of themselves as readers since they were not given opportunities to practice reading

aloud. Thus, we hope that the findings of this study will provide global educators with a

better understanding of English learners’ previous literacy experiences (e.g., Smith,

Jimenez, & Martinez-Leon, 2003) as well as a deeper appreciation of cultural differences

in learning and teaching (Luke & Carpenter, 2003). We hope that this case study offers

researchers and educators the opportunity to see that literacy instruction differs from

context to context. What might be emphasized in one country may be placed on the back-

burner in another. Consequently, it is important for teachers of immigrant students to

engage in conversations with these students about their reading experiences in their

native countries to better understand these students’ conceptions of reading. In addition,

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teachers of English learners need to be transparent with the goals of reading instruction in

students’ current classroom contexts. The findings of this study also point to the

importance of teachers examining their own perceptions about reading and reading

instruction (Edwards, Martin, Protacio, &Razali, 2010). We suggest that this is

noteworthy because students’ understandings and perceptions of reading might differ

from teachers’ own perceptions of what counts as reading. This study, thus, contributes

another cultural notion of what literacy is (Jiménez, Smith, &Martínez- León, 2003).

In summary, our research provides a detailed description of a classroom that

might look very different from those seen in other countries, whether it be because of the

lack of resources like textbooks, different curriculum foci, or lack of attention to national

exams. Further research could be conducted in non-pilot and non high-achieving English

classrooms in the Philippines to better understand how teachers and students negotiate

global and local expectations for success in relation to reading, in English, Taglish, and

Filipino. 12 Protacio&Sarroub in AsiaPaci f ic Journal of Educat ion (2013)

Reading comprehension is a very complex task that requires different cognitive

processes and reading abilities over the life span. There are period studies of reading

comprehension relative to investigations of word reading abilities. Reading

comprehension difficulties, however, have been identified in two common and frequently

overlapping childhood disorders: reading disability (RD) and attention deficit/hyper

actively disorder (ADHD). The nature of reading comprehension difficulties in these

groups remains unclear. The performance of four groups of adolescents (RD, ADHD,

comorbid ADHD, and RD, and normal controls) was compared on reading

comprehension tasks as well on reading rate and accuracy tasks. Adolescents with RD
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showed difficulties across most reading tasks, although their comprehensions were

average. Adolescents with ADHD exhibited adequate single word reading abilities.

Subtle difficulties were observed, however, on measures of text reading rate and accuracy

as well as on silent reading comprehension, but scores remained in the average range.

The comorbid group demonstrated similar difficulties to the RD group on word reading

accuracy and on reading rate but experienced problems on only silent reading

comprehension. Implications of reading comprehensions are outlined as well as the

clinical relevance for diagnose (2004 John Wiley and Sons, Ltd)

LOCAL STUDY

Doles, Rubielyn (2001), concluded that the reading comprehension of the students

needed to be improved and given emphasis in teaching. The reading comprehension of

the students need to be improved and given emphasis especially in critical and creative

dimensions maybe attributed to limited opportunities for their reading comprehension

skills and development.

The inability of the students to speak fluent English may have caused their very

low reading comprehension level. It has been observation that students in the public

elementary schools speak their native languages inside the classroom. Thus the poor

reading comprehension ability of the students may have been the result of the training in

their spoken language.

The ability of varied reading materials at home and in the school can help students

become more effective readers.

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The strategies and techniques introduced by the researcher are learner-centered to

help improve their silent reading skills.

It is recommended that teachers should give more emphasis on the teaching of

higher-level reading skills as a critical and creative comprehension among the students

for further improvement and development.

The use of the English language will aid in the development of the

communication competence among students in both elementary and high schools,

thereby, leading to the improvement of their reading comprehension. Communicating

with the use of vernacular by both teacher and pupils should not be encouraged inside the

classroom.

The students must be exposed to varied but good and relevant reading materials

both at home and in the school. Classical English textbooks and other books on parables

that give more lessons and inspirations are recommended. This will help students

become more effective readers.

Teachers should use various techniques and strategies in the teaching of reading

upon the level of comprehension of the learners. Instructional materials must be

developed to enhance the student’s competence in reading comprehension. Reading tests

must be prepared and administered. Likewise, a regular evaluation on student’s silent

reading comprehension must be done. Remedial reading for slow learners should be

conducted too and some reinforcements activities for fast learners be provided.
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURE

The purpose of this qualitative research was to examine the perception of teachers in the

greening of the Religious Education curriculum. This chapter presents the research

design, respondents, data gathering and data analysis.

Research Design

The researcher applies a basic qualitative approach in determining the perception

of the teacher in the integration of the environmental education in the Religious

Education Curriculum Merriam (2009) contended qualitative research helps explain how

people interpret their environment and experiences and what meaning they place on those

experiences and basic qualitative studies are the best common form of qualitative

research found in education” (p. 23). Accordingly, the study utilized document analysis

in assessing if important environmental concepts are integrated in the K to 12 Curriculum

in Religious Education.

Research Participants

The respondent of this study is the Basic Education Faculty of La Salette of Roxas

College, Inc. There are 21 teachers, including permanent and probationary teachers at the

time of research.

Data Gathering
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

The researcher wrote a letter addressed to the Principal of La Salette of Roxas

College, Inc to conduct the study and approval to conduct this research was granted.

Before the interviews held, the purpose of the study, a description procedure was

fully explained, and the participants were assured of their responses were assured

confidential and secured. Preceding to interviewing the participants, the researcher

developed an interview protocol especially the social distancing protocol of IATF.

The open-ended questions were outlined in such a way so the participants could

bring about their views and perspectives in their own words and terms. Follow-up

questions were used to further elaborate on answers given.

The researcher took field notes to write down what was seen and heard outside the

current context of the interview and/or used a recorded device, such as cellphone if

approval was granted from the participant, to align for the correctness of questioning.

After the interview is done, a researcher must spend adequate time collecting, analyzing,

and examining the data to understanding the “variations in the phenomenon” (Merriam,

2009, pg. 8)

Data Analysis

The research study utilized qualitative analysis for interview. To analyze and interpret the

data gathered the following qualitative approach were used: (1) recursive abstraction, (2)

discourse analysis,
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BIBLIOGRAPHY

A. THESIS/DISSERTATION

Sirhan, Ghassan 2007. Learning Difficulties in Chemistry: An Overview. Al-Quds

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Anne Marie Helmenstine, Ph.D 2012. “Why Study Chemistry?” ThoughtCo.

L.Cardellini 2012. Chemistry: “Why the Subject is Difficult?” ScienceDirect

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. Second Language Studies. Standard Course of Study and Grade Level. Competencies.

Public Schools of Carolina. State Board of Education. Department of Instruction.

Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO.

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Century Crafts, 1978)

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Best John, “Research in Education” (New Jersey: Prentice Hall Inc. 1978) pp. 205 – 206

Culberston and Manchely, “Educational Research” (Illionois: The interstate Printers and

Publishers, Inc.) p.135

Cristobal M. Pagoso, et al. Fundamental Statistics for College Students. (Manila: Sinag –

Tala Publishers, Inc., 1978) p. 102

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Sixth Edition.p.58

Ibid, pp.205-206
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Punzalan, Twila G., et al., STATISTICS: A Simplified Approach. Rex Bookstore.p.42

B. WEBSITES

http://www2.uwstout.edu/content/lib/thesis/2008/2008youngr.pdf

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

https://www.digitalcommons.unledu/teacherleranfactub.

https://www.york.ac.uk/res/crl/readme.html.

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Manzolin, Hilda A. Ph.D. and Ermel M. Delima, MAED. Enhancing
CommunicationArts, Study and Thinking Skills (A workbook) 2014

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Philippines .Philippine Journal of Langguage Teaching (1982)

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CURRICULUM VITAE

Personal Background:

Name: LESTER PAUL L. ESQUIVEL

Place of Birth: Sotero Nuesa, Roxas Isabela

Date of Birth: November 15, 1997

Age: 21
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Father’s Name: Ramon G. Esquivel

Occupation: Demised

Mother’s Name: Margarita L. Esquivel

Occupation: Vendor

Education Background:

Level Name of School Year

Elementary: San Rafael Elementary School 2010

Secondary: Roxas National High School 2015

Degree: Bachelor of secondary Education (BSED)

Major in English 2019