Research 1 5

THE LEVEL OF READING COMPETENCY OF INTERMEDIATE
STUDENTS IN STA.CRUZ SOUTH DISTRICT:
BASIS FOR INTERVENTION
DELOS SANTOS, JONARD A.
EDQUILA, NOAH R.
MANGONON, CASEY D.
ECHON, HAMRA M.
EBEN, MARY JANE M.
IGLESIA, MICO S.
A Thesis Proposal
Submitted in Partial Fulfillment of the Requirements
for the Course Introduction to Research
Bachelor of Elementary Education
College of Education
President Ramon Magsaysay State University
May 30 , 2024
Chapter 1
INTRODUCTION
Background of the study
In this chapter, the overall aim and justification of the study will be outlined. It will also
provide the background of the study and statement of the problem, and will highlight the
research questions and objectives set by this study.
The level of reading competencies among intermediate students in the South District of
Sta. Cruz is a critical aspect of their academic development. As a student they flock together
in learning what is reading, including the background of knowledge, vocabulary, language
structures (syntax, semantics), the print-sound relationship and decoding. (Scarborough,
2002). Research has shown that proficient reading skills are essential for overall academic
success and future opportunities (Mullis., I, Martin, Kennedy, & Foy P. PIRL 2016). However,
various factors can impact students' reading abilities, including instructional practices, home
environment, and individual learning differences (Martin N. O., Mullis., V, Hooper, M., HAN,
S., TIMS AND PIRLS 2017). From a global perspective, the "International Assessment of
Reading Literacy" conducted by (Mullis et al. 2016) emphasizes the importance of early
literacy interventions in fostering proficient reading skills among students. This underscores
the significance of addressing reading challenges at an early stage to prevent further academic
difficulties. (Park, 2018) explores factors influencing reading comprehension in the Korean
EFL context, emphasizing the importance of vocabulary knowledge, reading strategies, and
motivation.
Similarly, (Alqahtani, 2015) investigates reading comprehension strategies among
Saudi Arabian EFL learners, highlighting the efficacy of explicit instruction in reading
strategies like predicting and summarizing. Furthermore, (Martin & Park, 2017) highlight in
their study "Reading Achievement Trends in International Context: An Analysis of PIRLS
2016 " the role of instructional practices and home environment in shaping reading
achievement trends across different countries. This suggests that interventions targeting both
classroom instruction and home support are crucial for improving reading competencies
among intermediate students. These studies collectively underscore the need for a
comprehensive understanding of the factors influencing reading competencies among
intermediate students. By identifying the basis of intervention through a thorough analysis of
global, foreign, and local studies, educators can develop targeted strategies to enhance reading
skills and promote academic success among students in the South District of Sta. Cruz.
Significance of the Study
The significance of the study on reading competency of intermediate students as a basis
for intervention lies in its potential to address a critical issue in education of Sta. Cruz South
District.
This research is beneficial to the following:
Students. This study will benefit the students directly from this research through enhanced
literacy skills, which are fundamental for academic success across all subjects.
Parents. This study will help parents to gain insights into their child's reading abilities and
will enable them to understand how they can support their child's literacy development at
home. With a clearer understanding of their child's strengths and weaknesses, parents will be
able to engage in more effective communication with educators and will be able to implement
literacy-promoting activities outside of the classroom.
Educators. This study will help educators to gain a deeper understanding of their students'
needs and will enable them to implement evidence-based strategies to improve reading skills.
Policy makers. This study will serve as a guide for policymakers who will benefit from this
research by using the findings to inform educational policies and initiatives aimed at
improving reading proficiency at the intermediate level. By addressing literacy challenges

early on, policymakers will be able to contribute to long-term improvements in academic
achievement and overall educational outcomes.
Future Researcher. This study will contribute to the advancement of knowledge in the field
of literacy education and will ultimately enhance reading competency among intermediate
students in Sta. Cruz and beyond. Future researchers will be able to explore additional factors
that may influence reading competency, such as socio-economic status, parental involvement,
or teaching methodologies.
Statement of the Problem
Research objective: What are the factors affecting the reading comprehension of intermediate
level learners in Sta. Cruz South District.
The research will be conducted to identify the impact of the level of reading competency of
intermediate students in Sta. Cruz South District: Basis for Intervention.
Specifically, this study will answers the following questions:
1.What are the respondents profile in terms of;
1.1. Age; and
1.2. Gender;?
2. How is the level of competency of intermediate- level learners?
2.1. Comprehension;
2.1.1. Inferential
2.1.2. Literal
2.1.3. Evaluative/Critical
3.How may the following educational and non- educational factors affect the reading
comprehension of the learners in terms of;

3.1. Home-related factor;
3.1.1. Family interaction;
3.1.2. Self esteem from the family;
4. Is there significant differences in reading competency levels based on home-related factor;
parents’ educational attainment, parents’ occupation; number of siblings?
5. What action plan can be proposed to enhance student reading competencies?
Scope and Limitation
This study focuses on the investigating the effectiveness of current teaching
methods and instructional strategies in promoting reading comprehension in south district of
Sta Cruz. The data collection will be conducted to 108 randomly selected intermediate
students in the South District of Sta. Cruz School year 2023-2024 who will represent the
population. This study will not cover other problems that are not consider as one of the
reading competencies. Each of the respondents is given the same questionnaires to answer.
The results of this study will be applicable only to the respondents of this study and will not
be used as a measure to the Level of reading competency who do not belong to the population
of this study. The main source of data will be the questionnaire, which is prepared by the
researchers
Chapter 2
FRAMEWORK OF THE STUDY
In this chapter, it will provide a brief background and a general picture of the southern
schools of Sta. Cruz, Zambales' educational context and some information regarding the
economic, political, and social systems in order to understand the factors that will influence
English as a Foreign Language teaching and learning, especially reading comprehension skill
development at the southern schools of Sta. Cruz, Zambales.
Review of related Literature
Reading comprehension
It plays a significant role in the total functioning of our community. It is also one of the
pillars of reading. A person may know how to read certain words, but comprehension is
something that is developed, practiced, learned, and experienced over time. One can read
terms like "dog," "banana," or "walk," simple words with known meanings but, Reading
Comprehension is way more profound than that. It is the ability to define word by word and
create a profound idea from the talks given or read (K-12 Reader, 2018).
Moreover, reading comprehension also includes the ability of a person to translate the
essence of the sentences using his own words. This also consists of applying the text read in
one's life. One aspect of reading comprehension is when a person articulates some of his life
experiences and relates them to the text written. It is a sign that a person truly comprehends
because some personal emotions are attached to it (Wilhelm, 2018).. On a global level, (Snow,
Burns, and Griffin, 1998) conducted a comprehensive study on preventing reading difficulties
in young children, emphasizing the importance of early intervention and support to foster
reading competency. The Organization for Economic Co-operation and Development (OECD,
2002) published a report titled "Reading for Change: Performance and Engagement Across
Countries," which examined reading performance and engagement among students from
various nations. Additionally, the program for International Student Assessment (PISA, 2018)
provided valuable insights into students' reading abilities, knowledge, and skills across
different countries. Foreign studies have also contributed significantly to our understanding of
reading competency. (Hattie and Yates, 2013) conducted research on "Visible Learning and
the Science of How We Learn," highlighting effective teaching practices that enhance reading
competency. (Kendeou, Van den Broek, White, and Lynch, 2009) investigated the independent
contributions of oral language and decoding skills in predicting reading comprehension
among early elementary school students.
(Torgesen, 1999 and Ferrer, 2016) focused on preventing reading failure in young children
with phonological processing disabilities, examining group and individual responses to
instruction. researchers have conducted studies in Sta. Cruz, Laguna, to gain insights into the
factors influencing reading competencies among intermediate students. (Ferrer, 2016)
explored the factors affecting the reading comprehension skills of Grade 6 pupils in public
elementary schools, providing valuable information for the development of targeted
interventions. These studies emphasize the importance of early intervention, effective
teaching practices, and understanding factors that influence reading abilities. However, there
is a gap in exploring the impact of home-related factors on students' reading competencies.
Understanding how home environments, parental involvement, access to resources, and socio-
economic factors affect reading skills is crucial for developing targeted interventions. By
investigating the influence of home-related factors on reading competencies, educators and
policymakers can tailor strategies to support students effectively, especially in the Sta. Cruz
South District and similar communities.
Parental literacy involvement in their children’s literacy in which parental interact with
their children’s learning. The major benefit of parental literacy intervention on literacy is that
children can receive knowledge through the interaction with their parents (Johnson, Martin,
Brooks-Gunn, and Petrill,2008; Senechal, 2006). This research can provide valuable insights
into addressing challenges and improving reading outcomes by considering the holistic
environment in which students learn and develop their reading abilities. (Manalang, 2018)
examined the relationship between reading proficiency and academic performance among
Grade 4 students, shedding light on the importance of reading skills for overall achievement.
(Santos, 2020) conducted a study on the reading level of intermediate students in the South
District of Sta. Cruz, further contributing to our understanding of local reading competencies.
When it comes to comprehension, understanding and interpreting the meaning of the text is a
critical aspect of reading competency. (Pressley and Afflerbach, 1995) conducted research on
verbal protocols of reading, shedding light on the nature of constructively responsive reading
and the strategies employed by proficient readers. (Perfetti and Stafura, 2014) focused on
word knowledge in a theory of reading comprehension, examining how vocabulary and word
understanding impact overall comprehension abilities.
Literal level comprehension
As a low level of comprehension encompasses behaviors in the learning process that are
said to be crucial as the foundation of higher-level comprehension growth. According to
(Saadatnia et al.,2017), literal understanding necessitates students extracting specific
information from a paragraph. This requires the capacity to process words individually and
recognize individual words in order to derive meaning from a long string of words that
includes propositions and sentences. Literal reading comprehension should contain the
context, facts, and sequence that can exist in a text, according to research. The context can be
defined as the entire image formed by the correlation of facts, where facts are information
placed in a text and sequences are how the information is organized in chronological order of
occurrences. This level of understanding also requires pupils to determine the correct and
accurate meaning of words or terminology used in a book at the word or sentence level, to
gather information from reading, and to paraphrase what they learn. This diagram depicts the
skills that students should have mastered by the end of the literal reading course.
Inferential level comprehension

Is an ability required to understand and interpret daily life scenes, from personal
conversations to problem-solving situations (PROCAILO; WOELFER; TOMITCH, 2020). To
make sense of the world, people must infer how the pieces of information available form a
meaningful whole according to their background knowledge. In reading, drawing an inference
involves accessing “...the implicit meaning of a written text on the basis of two sources of
information: the propositional content of the text (i.e., the information explicitly stated) and
prior knowledge of the reader” (CHIKALANGA, 1992). Inferential level comprehension it
has a prominent role in reading research, with several studies investigating the process in
various contexts. In what follows, we present some relevant aspects regarding reading models,
inference taxonomies, measures of inferential comprehension, text types, individual
differences, and first (L1) and second language (L2) research.
Several researchers have proposed models of reading comprehension where inference
generation has great prominence (Gagne; Yekovich, 1993, Kintsch, Van Dijk, 1978; Van Den
Broek, 1999). For instance, according to (Gagné and colleague, 1993), inferential
comprehension is a highly demanding cognitive task that involves three subprocesses. In the
first one, integration, two or more propositions are joined together to create a representation
of the ideas in the text. Secondly, in summarization, readers extract the main idea from the
text and its highlights. In the third subprocess, known as elaboration, readers
electroencephalogram (EEG) and functional magnetic resonance imaging (Van Den Broek ;
Kendeou, 2022). Other online measures encompass think-aloud protocols and questions
answered during reading or listening, which may alter the developing representation of the
text (TOMITCH, 2007). For this reason, researchers emphasize the need to combine these
methods to capture the various dimensions involved in inferential comprehension (VAN DEN
BROEK; KENDEOU, 2022).
Critical / Evaluative comprehension
It can be considered as means to activate or construct schema. Critical comprehension
provides an explanation for activating existing schemata and for constructing new ones by
contrasting ideas and engaging in reflective thinking (Norris and Phillips, 1987) .
Moreover, count inference-making as a way to activate schemata in terms of filling in the
missing connections between the surface structure fragments of the text by recourse to content
and knowledge about the world. (Collins et al., 1980) .
Schema theory has special relevance for teachers of reading comprehension in that it
questions the traditional view that students should learn to reproduce the statements being
read in the text (McNeil, 1992) . In contrast to this older view of reading comprehension,
schema theory stresses an interactive approach that views teaching reading comprehension as
a process, meaning that students are taught techniques for processing text, such as making
inference, activating prior knowledge, and using critical thinking (McNeil, 1992, Aloqaili,
2005a, Orbea and Villabeitia, 2010).
The schema theory has the major influence on new views of reading and reading
comprehension. New views have forced us to rethink the act of reading. For a long time we
thought reading was the reproduction of the ideas on the page; our goal was to have students
produce a “photocopy” of the page. (Tierney and Pearson, 1986) Schema theory has moved us
away from a reproductive view to a constructive view. In that view, the reader, rather than the
text moves to the center of the construction process. According to schema theory, there are no
definitive or final conclusions that can be reached for the text (Norris and Phillips, 1987, Yu-
hui et al., 2010). That is, schema theory deals with the reading comprehension as an
interactive process between readers’ prior knowledge and the text being read. Sometimes a
reader may end up with a different understanding, based on his or her total previous
experiences: their richness or paucity. Therefore a reader with a rich background will
comprehend better than one who has a poorer background. In short, schema theory believes in
open text or context. The interpretation is relative (Aloqaili, 2005). For the purpose of the
study, reading comprehension can be defined as the meaning constructed as a result of the
complex and interactive processes relating a reader’s critical thinking, prior knowledge, and
inference-making Foreign studies by (Kintsch, 1998, Cain and Oakhill, 2011) have explored
reading comprehension difficulties, their correlates, causes, and consequences. These studies
provide valuable insights into the various factors that can impact students' ability to
comprehend written text, such as cognitive processes, background knowledge, and vocabulary
skills. At the local level, (Estacio, 2015) conducted a study on factors affecting reading
comprehension among Grade 7 students in the South District of Sta. Cruz, further enhancing
our understanding of local reading comprehension challenges. (Dela Cruz, 2019) examined
the reading comprehension skills of intermediate students in Sta. Cruz, Laguna, contributing
to the body of knowledge on local reading competencies and identifying potential areas for
improvement. In conclusion, the review of related literature on the level of reading
competencies of intermediate students in the South District of Sta. Cruz underscores the
significance of both reading and comprehension components. The studies conducted globally,
foreign, and locally provide valuable insights into the multifaceted factors that influence
students' reading abilities. These findings serve as a solid foundation for developing effective
interventions and strategies to enhance students' reading competencies in the South District of
Sta. Cruz and beyond.
Theoretical framework
According to Peregoy and Boyle (2005), that reading is a set of skills that involves making
sense and deriving meaning from the printed words. For second language learners, there are
three different elements that impact reading: the child's background knowledge, the child’s
linguistic knowledge of the target language and the strategy or techniques the child uses to
tackle the text. What is presented by Peregoy and Boyle is an ideal framework for reading
teaching and learning. Like as in reading learning process at English Study Program UIN
Mataram has a vision of producing educators who are proficient in English reading. Students
are also able to use appropriate reading strategies to understand information implicitly in the
text, interpret textual content, recognize discourse markers, to identify the structure of texts, to
develop and analyze different types of texts. In the preliminary study, the researcher found the
main problem of reading comprehension learning that comes from students, lecture, and
facility of learning. Some students are not able to use reading strategies to comprehend the
meaning.
Problems sourced from students related to the learning process in the classroom. These are;
1) students still have difficulty interpreting the meaning of texts or synthesizing words,
phrases or sentences into the precise meanings desired by the author's context;
2) a less reading source;
3) there are still many students who failed in reading learning, and
4) learning that is still centered on the teacher.
Cunningham &Stanovich (Willis, 2008) to comprehend text, the reader must be able to
decode words or recognize words and access text integration processes to construct meaning
and retain the content of the words long enough for it to stimulate their stores of related
information in their long-term memories. Beginning comprehension instruction builds on
children’s linguistic and conceptual knowledge (Snow, Burns, & Griffin, 1998 in Willis 2008)
and includes explicit instruction on strategies such as summarizing, predicting, and self-
monitoring for understanding.
Thus, it can be concluded that in understanding the first-order readings that the reader must do
is to understand each word with the stored meaning and integrate it as a whole. The specific
problem of reading comprehension that had found in the last research at English program UIN
Mataram include finding new vocabulary, clarification of key concepts, linking to prior
knowledge and personal relevance, instruction in strategies, student-centered discussions
about the content, previewing, predicting, summarizing, selecting main ideas, self-monitoring,
and teacher feedback for understanding. In reading comprehension learning is not only to
understand the context meaning but also broader learning. As said by Oakhill (2015) that
reading comprehension is important, not just for understanding text, but for broader learning,
success in education, and employment. It is even important for our social lives, because of
email, text, and social networking sites. Reading comprehension is a complex task, which
requires the orchestration of many different cognitive skills and abilities. So, reading
comprehension is not only understands the content but more broadly for learning, the success
of education and work processes, but also for the benefit of social life.
According to Grabe and Stoller (2002), reading for understanding is the ability to understand
information in text and interpret it appropriately. Its different argument from Thomas Barret in
Brassell and Rasinski (2008) has suggested the following three types of action with his three-
level taxonomy of reading comprehension;
1) Literal Comprehension: Literal comprehension, the lowest of the three levels, requires a
reader to be able to retell or recall the facts or information presented in a text.
2) Inferential Comprehension: Inferential comprehension, the next level, refers to the ability
of a reader to take in information that is inferred or implied within a text.
3) Critical Comprehension: Critical or evaluative comprehension, the third and highest level
in the taxonomy, involves making critical judgments about the information presented in the
text. All three levels of comprehension are important and need to be assessed. Another
suggests that assessment of reading ability does not end with a measurement of
understanding. Assessment of reading ability has a different purpose. Measurement of reading
comprehension should help teachers monitor students' understanding and provide useful
information for designing reading comprehension programs (Klinger, 2007). So it can be
concluded that the comprehension of reading content has a diversity of types or types. It aims
to learners or students able to have the ability to understand the reading as needed. Problem
development to understand the reading also related to the learning process undertaken.
Traditional multiple-choice reading assessments are often intended to assess low-level
comprehension strategies rather than imaginative and interpretive stances. In a lecture
delivered at Teacher’s College, Hill (Israel et al., 200) described the tensions between low-
level operations and the more constructivist responses, which the distracters on multiple-
choice tests often stimulate. In some contemporary assessment programs, different from
traditional multiple-choice appraisals include the type of open questions that require students
to interpret the text and maintain their interpretation. Contemporary assessments, such as the
National Assessment of Educational Progress (NAEP), have such types of traditional
assessments of multiple choice and open-ended questions that require explanation. A different
opinion emerged from Snow (2002) that reading comprehension as the process of
simultaneously extracting and constructing meaning through interaction and involvement with
written language. We use the words extracting and constructing to emphasize both the
importance and the insufficiency of the text as a determinant of reading comprehension.
Comprehension entails three elements: the reader who is doing the comprehending, the text
that is to be comprehended, the activity in which comprehension is a part. From the
framework of the elements that build the process of reading comprehension. Maria and Nikki
(2008) have developed a reading comprehension learning model. This model is a development
of the Snow model described earlier. This model can be done to improve the quality of the
reading comprehension ability. Therefore, the researcher replaces the previously used learning
strategy of lectures with learning strategies to understand the contents of reading. Strategies
are relating to the cognitive, metacognitive and affective components of the SQ4R strategy.
This strategy provides an opportunity for students to study systematically, effectively and
efficiently.
Conceptual Framework
To support the Theoretical Framework, he conceptual Framework will develop the
framework provides three frames consisted of Input, process, and output.
INPUT PROCESS OUTPUT
1.What are the profile of Data Implemen
respondents in terms of; collection ting early
1.1 Age Survey interventi
Questionnaire on
1.2 Sex
programs:
Data Analysis
2. How is the level of
It is
comprehension of Percentage
crucial to
intermediate- level
Frequency support
learners?
students
Statistical
2.1. Fluency in the
Treatment
early
2.2. Vocabulary
(ANOVA)
stages of
2.3.Comprehension
reading
2.3.1.Inferential
developm
2.3.2.Literal ent. These
programs
2.3.3.Critical
should
3.How may the following
focus on
non- educational factors
building
affect comprehension of the
foundatio
learners in terms of:
Null Hypotheses
There is no significant difference in reading competence level based on home-related factor
parent’ educational attainment, parent’ occupation; number of sibling; teacher educational
attainment
There is no significant difference in the level of reading competency of intermediate grades in
southern schools of Sta Cruz district
Definition of terms
To facilitate the understanding of this study, different terms are defined herein.
Competency. Refers to the ability or skill level that an individual possesses in a particular
area or field.
Intermediate Level Learners. This refers to the Students who are at a middle level of
proficiency or skill in a particular subject.
Inferential Comprehension. This refers to the ability to draw conclusions or make inferences
based on information that is implied but not explicitly stated in the text.
Literal Comprehension. This refers to the ability to understand and recall explicit
information directly stated in the text.
Evaluative Comprehension. This refers to the ability to analyze and assess the content of the
text, often involving critical thinking and judgment.
Intervention. Refers to a deliberate and planned action or strategy implemented to modify,
improve, or address a specific issue or problem.

Chapter 3
METHODOLOGY
This chapter describe the research Methodology, it refers to the systematic approach or set of
procedures used in a particular field of study or research to gather, analyze, and interpret data
or information. It outlines the methods, techniques, and tools employed to address research
questions, achieve research objectives, and draw conclusions. It provides a structured and
systematic way to ensure the reliability, validity, and rigor of research outcomes.
Research Design
In this research, the researcher used a descriptive design to conduct a quantitative study on
intermediate students' reading ability. The descriptive method of utilizing questionnaires
enables systematic data collection and analysis, offering insights into the prevalence, patterns,
and traits of reading skills among this group. To easily collect quantitative data from a large
sample, researchers can detect trends, correlations, and probable factors influencing reading
ability by using questionnaires. For educators, students, parents, and policymakers looking to
enhance literacy instruction and support solutions catered to the needs of intermediate
students
According to (Williams, 2007) descriptive research a research method that can determine the
situation in the current phenomenon. (Nassaji, 2015) also stated that the goal of descriptive
research. is drawing and classifying the phenomenon. In addition, (Walliman, 2011) defined
descriptive research as relating to an observation in collecting the data. The questionnaire will
be solicited to the students at southern schools in Sta.Cruz. The result will have correlation to
the student’s profile.

Respondents and location.
The respondents will be the intermediate level schools of south from Sta.Cruz
Zambales. This study uses a descriptive design with a survey questionnaire as the research
tool. The number of respondents will be computed through the use of the Yamane equation.
Table 1 above shows the frequency distribution of the respondents by school. A total
population of ninety eight (98) intermediate level 4-6. Students at intermediate level will be
the respondents of the research study. The study will be conducted in southern schools of Sta.
Cruz Zambales. The municipality of Sta. Cruz District is located on the coast of the province
of Zambales in the Philippines. It comprises twenty-five barangays, twenty three primary
schools, two integrated schools, and eight secondary schools. The municipality's land area is
equivalent to 12:08 percent of Zambales' total land area and is 438.46 square kilometers
(169.29 square miles).

Table 1.
Distribution of questionnaire to the students in intermediate level from Sta. Cruz South District
No Name of school G-4 G-5 G-6 Total Sample Percentage(%)

. population size
1 Bayto ES 36 38 45 119 17 17.34%
4 Don Brigido 72 83 85 240 34 34.69%

Miraflor(JESMA
G)
8 Naulo ES 39 36 32 107 15 15.30%
Sabang ES 38 28 22 88 12 12.24%
Lupa ES 46 46 54 146 20 20.40%
Total 700 98 100

Table 2
Map of Sta. Cruz South District

Instrument
The survey questionnaire will be use in the research. The researcher will create a series
of survey questionnaires to collect data for the study, which we will distribute to 108
intermediate student in south district schools of Sta. Cruz Zambales An overview of the
opinions and preferences of the people being surveyed is intended by surveys, which are
carried out using structured questionnaires or interviews. They are extensively used in many
different industries, including, but not limited to, the social sciences, marketing, public
opinion research, and healthcare. (Dillman, Smyth, and Christian, 2014) claim that surveys
are an effective method for gathering data because they provide a structured method that
enables quantitative analysis and the exploration of patterns and trends in the data. According
to (Ary, Jacobs, Sorensen, and Walker, 2013), surveys are effective at gathering data from a
large number of respondents and serving as a foundation for recommendations for public
policy.
Data Collection
Total population sampling was used in the study with 98 respondents . Total sampling is
a type of sampling technique whose purpose involves examining the entire population.
The researcher obtained permission approval from the Superintendent of Zambales Province
to send research questionnaire also to the barangay captain of residents of our respondents,
after completing a final draft of research checklist throughs a letter signed by the researcher,
research adviser, and dean respondents. The purpose of the research will be discuss and
explain to the participants so that they can better understand its purpose of the research.
Respondent's responses will be treated as confidential. The researcher picked up the
instrument immediately.
Data Analysis
All data which was collected from the survey questionnaire was organized, processed,
and tabulated, accordingly as to (1) descriptive statistical techniques such as: frequency
counts, simple percentage and weighted mean and (2) inferential statistics such as: Pearson r
and Analysis of Variance. The following are description and explanations of the uses/purposes
of the above-mentioned statistical tools.
1.Frequency Count - This is a simple count of the tallies for each indicator of the variables.
2. Percentage - To answer the questions of the study related to disclosing the ratio distribution
as to respondents' profile, percentage was used.
3. Weighted Mean - To answer the question of the study related to disclosing the General
Weighted Average of the Grade 8 student at (name of school).
4. Likert Scale – composed of specific question in lined with the given indicators to be asked
to the proposed respondents in selecting rating scale ranging from “4– Very Difficult, 3-
Difficult, 2- Easy, and 1- Very Easy”.
Poin Point Qualitative Symbol
t Scal Interpretatio s
e n
4 3.26- Strongly SA
4.00 agree
3 2.51- Agree A
3.25
2 1.76- Disagree DA
2.50
1 1.00- Strongly SD
1.75 Disagree
5. Analysis of Variation/ ANOVA - In testing the significant difference of the responses on
General Weighted Average when respondents will be grouped according to profile variables,
the one-way analysis of variance (ANOVA) will be used, The ANOVA was performed at 0.05
level of significance. The ANOVA makes use of the F ratio or variance ratio. The various
groups being compared are assumed to belong to a population with a normal distribution, each
group randomly selected and independent from the other group. The variables from each
group also have standard deviations that are approximately equal (Parreño, 2006).
Point Point Qualitative Symbols
Scale Interpretation
4 3.26- Very VI
4.00 influential
3 2.51- Influential I
3.25
2 1.76- Neutral or do N
2.50 not know
1 1.00- Uninfluential UI
1.75
THE LEVEL OF READING COMPETENCY OF INTERMEDIATE STUDENTS
IN STA.CRUZ SOUTH DISTRICT: BASIS FOR INTERVENTION
Statement of the Problem
1. What is the demographic profile of the parents of respondents in terms of:
1.1. Age;
1.2. Sex;
1.3. Highest educational attainment; and
1.4. Socio-economic status?
2. What is the level of reading comprehension skill of grade 4 learners in terms of:
2.1. Literal comprehension;
2.2. Inferential comprehension; and
2.3. Evaluative comprehension?

5. Is there any significant difference in the reading comprehension of grade 4 learners when grouped
according to demographic profile of their parents?
2024
Reliability Test
Test of Normality
Chapter 4
Results and Discussions
1. Demographic Profile of Respondents
Table 1
Demographic Profile of Respondents in terms of Age
Age Frequency Percentage (%)

below 18 years old 0 0
18 – 25 years old 15 15.30
26 – 30 years old 27 27.60
31 – 35 years old 39 39.80
36 – 40 years old 11 11.20
above 40 years old 6 6.10
Total 98 100.00
Table 2
Demographic Profile of Respondents in terms of Sex
Sex Frequency Percentage (%)
Male 0 0
Female 98 100.00
Total 98 100.00
Table 3
Demographic Profile of Respondents in terms of Highest Educational Attainment
Highest Educational Attainment Frequency Percentage (%)
Did not finish Elementary 0 0
Elementary Graduate 25 25.50
Did not finish High School 0 0
High School Graduate 35 35.70
Did not finish College 25 25.50
College Graduate 13 13.30
with units in Master’s Degree 0 0
Master’s Degree Holder 0 0
with units in Doctorate Degree 0 0
Doctorate Degree Holder 0 0
Total 98 100.00
Table 4
Demographic Profile of Respondents in terms of Socio-economic Status
Socio-economic Status Frequency Percentage (%)
Less than P12,030 25 25.50
Between P12,031 to P24,060 30 30.60
Between P24,061 to P48,120 20 20.40
Between P48,121 to P84,210 0 0
Between P84,211 to P144,360 23 23.50
Between P144,361 to P240,600 0 0
at least P240,601 0 0
Total 98 100.00
Level of Reading Comprehension Skill of Grade 4 Learners

Table 5
Test Scores of Grade 4 Learners in Reading Comprehension Test
in terms of Literal Comprehension (N = 31)
Correct Incorrect
Questions
n % n %
What did Mia and Jake buy when they first arrived at the
20 64.50 11 35.50
fair?
Name two attractions that were mentioned at the fair. 28 90.30 3 9.70
Table 6
in terms of Inferential Comprehension (N = 31)
Correct Incorrect
Questions
n % n %
Why do you think Mia did not win the pie-eating contest? 25 80.60 6 19.40
Based on the passage, how do you think Jake feels about
29 93.50 2 5.50
animals?
Table 7
in terms of Evaluative Comprehension (N = 31)
Correct Incorrect
Questions
n % n %
What qualities do Mia and Jake have that make them enjoy
24 77.40 7 22.60
the fair?
Do you think the fair was well organized? 14 45.20 17 54.80
Table 8
Test Scores of Grade 4 Learners in Reading Comprehension Test (N = 31)
Test Scores of Grade 4 in Reading Comprehension n %
Table 9 0 0 0.00
Mean 1 0 0.00 and
2 5 16.13
3 1 3.23
4 5 16.13
5 13 41.93
6 7 22.58
Total 31 100.00%
Standard Deviation Test Scores of Grade 4 Learners
in Reading Comprehension Test (N = 31)
Variable x̄ SD
Reading Comprehension of Grade 4 Learners 2.61 0.59
Level of Reading Comprehension Skill of Grade 5 Learners

Table 10
Correct Incorrect
Questions
n % n %
What is the main idea of the passage? 21 65.63 11 34.37
What did Maria do first to restore the garden? 27 84.38 5 15.62
Table 11
Correct Incorrect
Questions
n % n %
Based on the passage, what can we infer about Maria? 30 93.75 2 6.25
How does Maria probably feel about the garden by the end
15 46.88 17 53.12
of the summer?
Table 12
Correct Incorrect
Questions
n % n %
What does the story suggest about the impact of caring for
18 56.25 14 43.75
something neglected?
Evaluate the decision Maria made to restore the garden. Do
15 46.88 17 53.12
you think it was a good use of her time? Why or why not?
Table 13
Table 0 2 6.25 14
Mean 1 3 9.38 and
2 2 6.25
3 2 6.25
4 7 21.88
5 11 34.38
6 5 15.63
Total 32 100.00%
Variable x̄ SD
Level of
Reading Comprehension Skill of Grade 6 Learners
Table 15
Correct Incorrect
Questions
n % n %
What feature of the treehouse swayed gently in the breeze? 29 82.86 6 17.14
What new addition was mentioned as part of the
27 77.14 8 22.86
treehouse's enhancements?
Table 16
Correct Incorrect
Questions
n % n %
What does the act of dividing tasks among the friends
25 71.43 10 28.57
suggest about their teamwork?
How might the children have felt when they saw the
30 85.71 5 14.29
completed enhancements on the treehouse?
Table 17
Correct Incorrect
Questions
n % n %
Considering the community’s involvement with the
treehouse over generations, how does the treehouse 26 74.29 9 25.71
contribute to the local culture?
Evaluate the role of storytelling in the passage. How did Eli’s
29 82.86 6 17.14
grandfather’s stories influence the children's project?
Table 18
0 0 0.00
Table 1 4 11.43 14
Mean 2 2 5.71 and
3 2 5.71
4 3 8.57
5 3 8.57
6 21 60.00
Total 35 100.00%
Variable x̄ SD
Significant difference in the reading comprehension of grade 4 learners when grouped according to
demographic profile of their parents
Table _
Significant Difference of Reading Comprehension of Grade 4 Learners
when grouped according to Age of their Parent
Variable Kruskal- df p-value Interpretation Decision
Wallis H
Age of Parent Reject the
Statistically
Reading Comprehension of Grade 4 26.215 4 0.000 Null
Significant
Learners Hypothesis
*Significant at the 0.05 level
Table _
Significant Difference of Reading Comprehension of Grade 4 Learners when grouped according to Highest
Educational Attainment of their Parent
Wallis H
Highest Educational Attainment
Reject the
of Parent Statistically
26.411 3 0.000 Null
Reading Comprehension of Grade 4 Significant
Hypothesis
Learners
Table _
Significant Difference of Reading Comprehension of Grade 4 Learners when grouped according to Socio-
economic Status of their Parent
Wallis H
Socio-economic Status of Parent Reject the
Statistically
Significant
Learners Hypothesis
Table _
Wallis H
Statistically
Significant
Learners Hypothesis
Table _
Wallis H
Reject the
26.967 3 0.000 Null
Hypothesis
Learners
Table _
Wallis H
Statistically
Significant
Learners Hypothesis
Table _
Wallis H
Statistically
Significant
Learners Hypothesis
Table _
Wallis H
Reject the
24.938 3 0.000 Null
Hypothesis
Learners
Table _
Wallis H
Statistically
Significant
Learners Hypothesis
REFERENCES
Soto, C., Gutierrez de Blume, A. P., Rebolledo, V., Rodríguez, F., Palma, D., & Gutiérrez, F.
(2023). Metacognition and Learning, 18(1), 113-134
Cheng, J., & Matthews, J. (2018). Language Testing, 35(1), 3-25.
Mohammed, G. M. S. (2022). Journal of Language and Linguistic Studies, 18(Spec Iss 1),
627-639.
Caraig, R. V., & Quimbo, M. A. T. (2022). International Journal of Curriculum and
Instruction, 14(3), 1983-2010.
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2017). Parental involvement in the
Philippines. International Journal of Early Childhood Education Care, 6, 41-50. ISSN 2289-
3156 / eISSN 2550-1763
Brown, R.,Coy-Ogan, L. (1993). The Evolution of Transactional Strategies Instruction in One
Teacher's Classroom. The Elementary School Journal, 94(2), 221-233.
Tinapay, A., Seno, R., Fernandez, D. L., Samillano, J., & Tirol, S. (2021). Exploring Student
Reading Comprehension and Parental Intervention: A Literature Review.
https://doi.org/10.5281/zenodo.5856326
Rondon, T., & Neves, P. (2023). A scoping review of inferential reading comprehension
research in the present decade. World Journal on Education and Humanities Research, 4(1),
21-29.
Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking:
A theoretical study. Journal of King Saud University - Languages and Translation, 24(1), 35-
41. https://doi.org/10.1016/j.jksult.2011.01.001
Bruggink, M., Swart, N., van der Lee, A., & Segers, E. (2022). Theories of Reading
Comprehension. https://doi.org/10.1007/978-3-030-95266-21
APPENDIX
SURVEY QUESTIONNAIRE
Dear Respondents:
Please provide the necessary data information that will help for the completion of our study.
We will assure the data that you will provide shall be treated with utmost confidentiality and
anonymity.
Very truly yours,
EBEN, MARY JANE M.
ECHON, HAMRA M.
EDQUILA, NOAH R.
IGLESIA, MICO S.
MANGONON, CASEY D.
_______________________________
Researchers
Barangay Captain Consent
April 29, 2024
To Whom It May Concern:
The undersigned are currently conducting their research entitled “THE LEVEL OF
READING COMPETENCY OF INTERMEDIATE STUDENTS IN STA.CRUZ SOUTH
DISTRICT: BASIS FOR INTERVENTION.” In this regard, we may ask permission from
you as Barangay Captain to please also allow student in your Barangay to be one of our
respondents on this survey questionnaire. Rest assured that the data of your child’s response
shall be treated with utmost confidentiality and anonymity.
Thank you and God bless.
Researcher;
EBEN, MARY JANE M.
ECHON, HAMRA M.
EDQUILA, NOAH R.
IGLESIA, MICO S.
MANGONON, CASEY D.
Noted:
__________, 2024
________________________________
SIGNATURE OVER PRINTED NAME
SURVEY QUESTIONNAIRE
Part 1. Demographic Profile of Parents
Instructions: Supply the information being asked in each item by marking ( / )the correct
choice regarding the demographic profile of the parent teaching the child to read.
1. Age
_ below 18
_ 18 – 23 years old
_ 84 – and above
2. Sex
_ Male
_ Female
3. Highest Educational Attainment
_ Did not finish Elementary
_ Elementary Graduate
_ Did not finish High School
_ High School Graduate
_ Did not finish College
_ College Graduate
_ with units in Master’s Degree
_ Master’s Degree Holder
_ with units in Doctorate Degree
_ Doctorate Degree Holder
4. Socio-economic Status (per Month)
_ Less than P12,030
_ Between P12,031 to P24,060
_ Between P24,061 to P48,120
_ Between P48,121 to P84,210
_ Between P84,211 to P144,360
_ Between P144,361 to P240,600
_ at least P240,601
Part 2. Reading Comprehension Test
Instructions: Facilitated by the researcher with guidance by the teacher, the student will read
the passage then answer the questions after the passage by choosing the correct choice among
the options for each item.
FOR GRADE 4
Mia and her brother Jake were excited. Today was the annual community fair, and they
had been waiting for it all summer. The fair had everything from games and rides to contests
and food stalls. Mia's favorite was the pie-eating contest, while Jake looked forward to the pet
show, where he could see all kinds of animals.
When they arrived, the first thing they did was rush to the ticket booth to buy their all-day
passes. With their passes in hand, they went straight to the pet show. Jake was amazed at the
variety of animals. There were dogs doing tricks, cats in fancy costumes, and even a small
pen with baby goats.
After the pet show, Mia reminded Jake about the pie-eating contest. They hurried over
just in time to register. Mia joined the other participants at the table and waited for the contest
to start. Jake cheered her on from the sidelines.
The whistle blew, and they all started eating as fast as they could. Mia tried her best,
but she couldn’t keep up with the defending champion, who was next to her. In the end, she
didn't win, but she was happy because she had a lot of fun. Jake gave her a big thumbs up,
and they went off to enjoy the rest of the fair's attractions.
QUESTIONS: A
1. Literal Comprehension:
1.1. What did Mia and Jake buy when they first arrived at the fair?
A) Ice cream
B) All-day passes
C) A map of the fair
D) Tickets for a single ride
1.2. Name two attractions that were mentioned at the fair.
A) A magic show and a roller coaster
B) A pet show and a pie-eating contest
C) A fireworks display and a dance performance
D) A music concert and a balloon ride
2. Inferential Comprehension:
2.1. Why do you think Mia did not win the pie-eating contest?
A) She was not hungry.
B) She was too slow.
C) The defending champion was next to her.
D) She let someone else win.
2.2. Based on the passage, how do you think Jake feels about animals?
A) He is afraid of them.
B) He is indifferent to them.
C) He is amazed by them.
D) He dislikes them.
3.Evaluative/Critical Comprehension:
3.1. What qualities do Mia and Jake have that make them enjoy the fair?
A) Competitiveness and enthusiasm
B) Curiosity and friendliness
C) Patience and calmness
D) Adventurousness and cheerfulness
3.2. Do you think the fair was well organized?
A) Yes, because there were a variety of activities available.
B) No, because the attractions were not interesting.
C) Yes, because there were too many people.
D) No, because the tickets were too expensive.
FOR GRADE 5
Maria stumbled upon a hidden garden while wandering near the edge of her village.
Overgrown and neglected, the garden was shielded by tall hedges and a rusting iron gate.
Maria pushed the gate open, its hinges squeaking in protest. Inside, she discovered rows of
wilted flowers and wild bushes bearing unripe berries. Amidst the tangles, an old stone
fountain stood silent, its flow long ceased.
As Maria explored further, she noticed that beneath the layers of dust and debris, the garden
held remnants of beauty: stone pathways, intricate sculptures, and a small pond teeming with
life. She imagined how the garden must have looked in its prime, vibrant and bustling with
color and sounds. The idea struck her; she could restore the garden.
Over the next few weeks, Maria returned every afternoon. She pruned the overgrown bushes,
cleared the pathways, and fixed the broken fountain. With each passing day, the garden began
to revive, gradually revealing its former glory.
By summer's end, the garden was transformed. Flowers bloomed brightly, the pond was clear,
and the fountain sang once again with flowing water. Maria felt a deep connection to the
place that had become her secret sanctuary, a hidden slice of paradise that she had brought
back to life.
QUESTIONS: B
1.1. What is the main idea of the passage?
A) Maria finds an old book about gardens.
B) Maria restores a neglected garden in her village.
C) Maria learns about gardening from her grandmother.
D) Maria sells flowers in the village market.
1.2. What did Maria do first to restore the garden?
A) She pruned the overgrown bushes.
B) She cleaned the stone sculptures.
C) She refilled the pond with water.
D) She planted new flowers.
2. Inferential Comprehension:
2.1. Based on the passage, what can we infer about Maria? (Inferential)
A) She is creative and hard-working.
B) She is new to the village.
C) She dislikes the outdoors.
D) She is afraid of getting dirty.
2.2. How does Maria probably feel about the garden by the end of the summer? (Inferential)
A) Frustrated and tired.
B) Indifferent and detached.
C) Proud and connected.

D) Worried and anxious.
3. Evaluative/Critical:
3.1. What does the story suggest about the impact of caring for something neglected?
A) It is a waste of time.
B) It can bring joy and a sense of accomplishment.
C) It makes no difference.
D) It is less important than buying new things.
3.2. Evaluate the decision Maria made to restore the garden. Do you think it was a good use
of her time? Why or why not?
A) Yes, because it brought the garden and her skills to life.
B) No, because she could have spent her time studying.
C) Yes, because it made the village more beautiful.
D) No, because the garden will just get overgrown again

FOR GRADE 6
Every summer, Eli and his friends gathered at the old oak tree on the corner of Elm Park. This
wasn't just any oak tree; it was home to their magnificent treehouse. Built by generations of
neighborhood kids, the treehouse was equipped with mismatched wooden planks for walls, a
collection of colorful glass windows, and a rope ladder that swayed gently in the breeze.
One sunny morning, as Eli climbed up to the treehouse, he noticed that one of the planks was
loose. He remembered his grandfather telling him stories about how the community came
together to build and maintain the treehouse. Inspired, Eli decided it was time to take care of
their beloved retreat.
Gathering his friends, Eli shared his plan to repair and enhance the treehouse. They divided
tasks among themselves—collecting materials, designing new features, and fixing the
existing structure. Throughout the summer, the children worked together, learning new skills
and strengthening their bond. By the end of the season, the treehouse was not only restored
but also boasted new additions like a periscope and a weathervane.
This project taught them the importance of teamwork, persistence, and care for community
spaces. The treehouse stood taller and stronger, a testament to their collective effort and a
beacon of pride for all to see.

Question:C
1.1. What feature of the treehouse swayed gently in the breeze?
A) The rope ladder
B) The glass windows
C) The wooden planks
D) The weather vane
1.2. What new addition was mentioned as part of the treehouse's enhancements?
A) A slide
B) A periscope
C) A swing
D) A sandbox
2. Inferential Questions:
2.1. What does the act of dividing tasks among the friends suggest about their teamwork?
A) They were organized and used a systematic approach.
B) They preferred to work individually.
C) They didn’t trust each other’s skills.
D) They were forced to work together.
2.2. How might the children have felt when they saw the completed enhancements on the
treehouse?
A) Disappointed because it was different from their expectations.
B) Indifferent as they were too tired from the work.

C) Proud and satisfied with their collective effort.
D) Confused about how to use the new additions.
3. Evaluative/Critical Questions:
3.1. Considering the community’s involvement with the treehouse over generations, how does
the treehouse contribute to the local culture?
A) It represents a historical artifact.
B) It fosters a sense of ownership and pride among the youth.
C) It serves as a commercial attraction.
D) It isolates the community from the outside world.
3.2. Evaluate the role of storytelling in the passage. How did Eli’s grandfather’s stories
influence the children's project?
A) They discouraged the children from altering the treehouse.
B) They inspired the children to maintain and enhance the treehouse.
C) They had no impact on the children’s decisions.
D) They confused the children about what needed to be done.

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THE LEVEL OF READING COMPETENCY OF INTERMEDIATE

STUDENTS IN STA.CRUZ SOUTH DISTRICT:

BASIS FOR INTERVENTION

DELOS SANTOS, JONARD A.

EBEN, MARY JANE M.

Submitted in Partial Fulfillment of the Requirements

for the Course Introduction to Research

Bachelor of Elementary Education

President Ramon Magsaysay State University

Background of the study

research questions and objectives set by this study.

in learning what is reading, including the background of knowledge, vocabulary, language

structures (syntax, semantics), the print-sound relationship and decoding. (Scarborough,

Similarly, (Alqahtani, 2015) investigates reading comprehension strategies among

their study "Reading Achievement Trends in International Context: An Analysis of PIRLS

comprehensive understanding of the factors influencing reading competencies among

intermediate students. By identifying the basis of intervention through a thorough analysis of

Significance of the Study

The significance of the study on reading competency of intermediate students as a basis

This research is beneficial to the following:

literacy-promoting activities outside of the classroom.

improving reading proficiency at the intermediate level. By addressing literacy challenges

achievement and overall educational outcomes.

Statement of the Problem

level learners in Sta. Cruz South District.

intermediate students in Sta. Cruz South District: Basis for Intervention.

Specifically, this study will answers the following questions:

1.What are the respondents profile in terms of;

1.1. Age; and

2. How is the level of competency of intermediate- level learners?

comprehension of the learners in terms of;

3.1.1. Family interaction;

3.1.2. Self esteem from the family;

4. Is there significant differences in reading competency levels based on home-related factor;

parents’ educational attainment, parents’ occupation; number of siblings?

5. What action plan can be proposed to enhance student reading competencies?

Scope and Limitation

This study focuses on the investigating the effectiveness of current teaching

methods and instructional strategies in promoting reading comprehension in south district of

FRAMEWORK OF THE STUDY

development at the southern schools of Sta. Cruz, Zambales.

Review of related Literature

contributions of oral language and decoding skills in predicting reading comprehension

among early elementary school students.

with phonological processing disabilities, examining group and individual responses to

factors influencing reading competencies among intermediate students. (Ferrer, 2016)

elementary schools, providing valuable information for the development of targeted

interventions. These studies emphasize the importance of early intervention, effective

is a gap in exploring the impact of home-related factors on students' reading competencies.

investigating the influence of home-related factors on reading competencies, educators and

South District and similar communities.

understanding impact overall comprehension abilities.

Literal level comprehension

said to be crucial as the foundation of higher-level comprehension growth. According to

(Saadatnia et al.,2017), literal understanding necessitates students extracting specific

Inferential level comprehension

conversations to problem-solving situations (PROCAILO; WOELFER; TOMITCH, 2020). To

meaningful whole according to their background knowledge. In reading, drawing an inference

prior knowledge of the reader” (CHIKALANGA, 1992). Inferential level comprehension it

inference taxonomies, measures of inferential comprehension, text types, individual