CHAPTER 1

INTRODUCTION

A. BACKGROUND OF THE STUDY

Reading is a crucial skill for academic development. Skills include

fluency, critical thinking, vocabulary knowledge, decoding and
comprehension. Reading is often considered as a difficult skill that greatly
affects a student learning, where they might find it difficult to fullfil as a
requirements and standard needed to advance to the next grade level.

In junior high school, reading competencies play a major role in

academic performances and achievement. But over the years, concerns
about students with poor reading skills are growing in number. Various
reading problems appear particularly at junior high level. By addressing
these issues, educators have to support sufficient reading material,
academic enrichment programs, guided oral reading and remedial classes
to guarantee that no student is left behind and that everyone has a fair
chance to excel academically. To be more specific, the goal of the study is to
find and implement effective strategies and action plan to increase the
reading skills of many students in junior high school of SNHS.
B. STATEMENT OF THE STUDY

This study focuses on identifying poor reading skills of JHS students of

SNHS S.Y. 2023-2024. Poor reading can be identified through various
indicators. One common problem related to poor reading skills struggles with
understanding the text or comprehension, vocabulary knowledge and
fluency. The said problem is often causes by limited resources or training,
insufficient experience, personal mindset issues and poor teaching methods.
In this study, researchers will evaluate factors affecting the reading abilities
that fall under frustration level, instructional level and independent level of
Grade 7-10 students of Sandiat National High School assessed by the Phil-
IRI Comprehensional Test during the school year 2022-2023Sandiat
National High School employs adequate instructional practices to develop
students skills and come up with an intervention plan to be implemented by
the language teachers in their respective class to improve the following:

A. Reading comprehension
B. Vocabulary knowledge
C. Decoding skills
D. Critical thinking
E. Active engagement
F. Fluency
C. SIGNIFICANCE OF THE STUDY

The significance of this study is to identify the poor reading skills of

junior high school students of SNHS. It aims to provide crucial information
and knowledge regarding the chosen topic. The outcome of the study is
relevant to the following: Students, especially to those who has poor reading
skills; teachers, to know how to handle the problem and parents. Through
this study parents will know if their children is doing good performance in
school. Lastly, the result of this would be useful reference of teaching reading
for lecturer in providing information on teaching methods and encourage
students to improve their reading skill.

D. SCOPE AND DELIMITATON

Poor reading skills encompasses various challenges related to

comprehension, word recognition, language abilities, and critical thinking.
Poor reading skills may struggle with comprehending the meaning and
context of what they read. This study will focus on fluency, vocabulary
knowledge, critical thinking and comprehension skills of junior high level of
SNHS. The study may include assessments of students reading and strategy
intervention. Poor reading skills can significantly affects the academic
performances of students. Students with reading difficulties may struggle
with various subjects that require reading comprehension and vocabulary
knowledge, also they encompasses reader aspects such as understanding
context, making connection and analyzing text. The study compromises of
junior high school students of SNHS to solve and progress the
vulnerableness of every students concerning their academic performances.
In addition, the study will investigate factors that may contribute to junior high
school students in reading such as socioeconomic status or home
environment
 CHAPTER ll

REVIEW OF RELATED LITERATURE

A. LITERATURE

Reading is one of the macro-skills which should be developed among

learners to become successful in their literacy and academic endeavors. It
is the most significant skill to master in order to ensure success in learning
(Alderson, 2014 in Schwartz, 2015). It is believed that failure in all other
academic subjects can be attributed to the learners’ failure to read and
comprehend. Several exercises are designed by teachers to help children
develop their reading skills.

Reading is a complex process as it involves “sensation, perception,

comprehension, application and integration”. It is the process of making and
getting meaning from printed words and symbols. Reading as a whole, is a
means of communication and of information and ideas. Aracelo (1994) as
cited by Panerio (2008) reported that “85% of the things that people do
involve reading”. Individuals read street signs, advertisements, menus in
restaurants and recipes from cook books, dosage of medicine and others.
Moreover, reading is the foundation of academic success and life learning.
One article from Philippine Star (2010) states that: “The undeniable fact
remains that majority of Filipino students do not possess the ability and
motivation to read. Due to the fast-evolving world and changing technology,
it cannot be denied that sometimes reading is taken for granted”.

It plays a vital role in ones’ success in school. It is one of the most

important skills an individual learner must need to master. It is a prerequisite
of all learning areas. It serves as a gateway for every learner to learn the
different subjects because when a learner has a difficulty in reading, he/she
may encounter also difficulties in all subject areas. Researches have shown
that there are many reasons in the difference in the achievement level of the
students. Luz (2007) stresses that many Filipino learners do not have the
reading habit required in learning. As she noted, “The problem of non-
reading lies at the heart of why the Philippines is so uncompetitive in the
world economy and why so many of our people continue to live in poverty or
barely escape it”.

The act of reading calls for several critical elements to interact

simultaneously: word knowledge, fluency, comprehension, and writing.
Students need to develop an extensive vocabulary to read with fluency. In
turn, fluency in reading leads to increased comprehension. Fluency also
comes from the written language of the reader since the student writes words
he or she knows. Increased comprehension enhances the written language
of the learner.
 Students read what they write with fluency and comprehension
because it is their story written in their own words — words they know and
comprehend. These words comprise the key vocabulary, or the inner
language, of learners. These are their “first words,” and the “next words”
consist of the more formal vocabulary they add to this organic, natural
language of their speaking vocabulary.

Less than 15 percent of schoolchildren in the Philippines, or about

three in every 20, can read simple texts in large part due to the longest
schools closure of more than 70 weeks as of the middle of February caused
by the COVID-19 pandemic, the United Nations Children’s Fund (Unicef)
said in a report.

Young learners have suffered ‘alarming’ drops in reading skills during

the pandemic. Reading is crucial to the academic success of the learners
and to the growth of a nation for reading is a basic life skill and a cornerstone
for success at school and throughout life.

Department of Education’s most wide-scale attempts to arrest

students’ declining reading comprehension skills will start on Friday with the
rollout of a new weekly program, where teachers are tasked to carve out half
of the day to implement everything from reading clubs to read-aloud
activities.
 But with the burden falling on teachers to make DepEd’s “Catch Up
Fridays” a success, a University of the Philippines (UP) College of Education
professor said that what spells the difference is still quality reading instruction
— which not all teachers provide.
One of these studies was carried out by private firm Cardno Emerging
Markets in 2017 and involved an assessment of teachers’ skills following
DepEd’s program in partnership with the Australian government in the
Bangsamoro region (then-ARMM).

The study showed that more than 200 teachers in the Bangsamoro
region who were part of DepEd’s reading program scored below 50% in
reading comprehension even after undergoing training. The report also
noted that in terms of reading fluency — the speed and accuracy at which
one decodes words — only around 35% of teachers were at least proficient
after the training program.

A different study — an end-of-project review of a 2011 United States

Agency for International Development education program — found that only
around half of the 1,058 English teachers assessed met the minimum 50%
score level in a test that covers reading comprehension, structure of
language and written expression.

In the 2018 Programme for International Student Assessment (PISA),

15-year old Filipino students ranked last in reading proficiency among all
countries/territories, with only 19% meeting the minimum (Level 2) standard.
It is important to understand the different factors that contribute to the low
reading performance and proficiency of these students, specifically the
interventions that may help address this learning problem. Based on the
result of a study using machine learning approaches, specifically binary
classification methods, to identify the variables that best predict low (Level
1b and lower) vs. higher (Level 1a or better) reading proficiency using the
Philippine PISA data, 20 variables that discriminated low reading proficiency
students were identified. The results reflect aspects of the students’
psychosocial experiences at home, the classroom, and in the schools that
relate to their poor reading proficiency. The results point to how interventions
to address poor reading proficiency need to go beyond the curriculum and
instructional interventions. What is needed are localized interventions that
try to improve the psychosocial experiences of students in school, and that
involve stakeholders from the local communities.

Reading is not a natural part of human development. Children do not

automatically learn how to read and need to be taught to read. Statistics
Canada (2009) reported that of all children with disabilities (ages 5 to 14),
more than half (59.8%) have learning disabilities (LDs).

Most of these children have a disability in reading (89.6%) (Gabel,

Gibson, Gruen, LoTurco, 2010; Semrud-Clikeman, Fine, & Harder, 2005).
This may be due to the importance of reading in all academic areas, as
studies suggest math and writing LDs are also very common (Shaywitz,
2007; Willis, 2008).
 Reading comprehension is understanding what one reads. It is the
reason for reading. When students have strong reading comprehension
skills, they can apply their reading in meaningful ways. In other words, they
can take the information they have read about and use it to answer
questions, write opinions, or even create something new.

When we make sense of a text, however, we don’t just remember the

exact words and phrases we read. Rather, we form a mental model of what
the text describes by integrating the sense of the words and sentences into
a meaningful whole, like a film that plays in our head.

After being ranked the lowest out of 79 participating countries in 2018

in reading comprehension, the Philippines was ranked 76th out of 81
countries for 2022. The literacy rate reached 99.27% in 2021. Between 2010
to 2021, the literacy rate of the Philippines increased by 1.4%. On a year-on-
year basis, the literacy rate increased by 0.03% in 2021.

The low literacy rate in the Philippines can be attributed to several

factors. These include a lack of reading elements, inclusion of learners-at-
risk, lack of reading enthusiasm, teacher's incompetence, shortage in
reading materials and facilities, parental involvement, and student's health [1].
Additionally, socioeconomic factors and a lack of resources contribute to
poor reading abilities among Filipino students [2]. The formalization of the
education system and the influence of formal schooling and the home
environment also play a role in literacy growth in the Philippines [3].
Furthermore, historical and sociological factors, such as colonial language
policies and the misrecognition of linguistic diversity, have impacted literacy
practices in the country [4]. Finally, socioeconomic status has been found to
be directly associated with home literacy environment, preschool
attendance, parental self-efficacy, and children's language and literacy
skills [5].

The decline in reading comprehension skills among school children

demands urgent attention. By addressing the digital divide, fostering a
reading culture, improving teaching methods, enhancing teacher training,
encouraging parental involvement, and implementing comprehensive
educational reforms, the nation can reverse this alarming trend. A generation
equipped with strong reading comprehension skills will not only excel
academically but also contribute significantly to the country’s progress.

The main causes of low reading comprehension in the Philippines can

be attributed to several factors. These include a lack of resources and
socioeconomic factors . Additionally, the lack of reading elements, inclusion
of learners-at-risk, lack of reading enthusiasm, teacher's incompetence,
shortage in reading materials and facilities, parental involvement, and
student's health have been identified as factors affecting the low reading
literacy skills among elementary learners . Furthermore, variables such as
students' home-related resources and socioeconomic constraints, learning
motivation and mindsets, classroom reading experiences with teachers,
reading self-beliefs, attitudes, and experiences, and social experiences in
the school environment have been found to impact reading proficiency . The
deteriorating performance of Filipino students in English proficiency tests has
also been linked to poor reading comprehension, which is influenced by
reading instruction, classroom-based interventions, and students'
participation in reading instruction .

There are two components of reading comprehension: text

comprehension and vocabulary knowledge. Vocabulary knowledge is the
ability to understand the language being used, while text comprehension is
using this language to develop an awareness of what the meaning is behind
the text.

Reading comprehension is important for several reasons and can

provide many benefits. Being able to effectively read can improve both your
personal and professional life and can increase your overall enjoyment of
reading.

Additional benefits of good reading comprehension skills include: being

able to understand, analyze and respond to documents and written
communication in the workplace; improved your ability to write clearly and
effectively; the ability to comprehend and engage in current events that are
in written form such as newspapers; increased ability to focus on reading for
an extended period and ;better enjoyment of and motivation to read.

There are several reading strategies that you can begin implementing
today to improve your reading comprehension skills.

Break up the reading into smaller sections. If you're reading long texts,
such as an article or a book, you may break them into smaller sections to
improve comprehension. For example, you may read two paragraphs at a
time, reflect on it and summarise what you read. Breaking up the text may
also help you remain motivated to complete reading the text.

While all comprehension strategies are important, researchers have

found that activating background knowledge is particularly important for
reading fluency. This is likely because when readers can connect new
information to what they already know, they are better able to build a mental
model of the text which deepens their understanding. In addition, when
struggling readers can activate their background knowledge, they often show
improved comprehension in measures such as quizzes and retellings.

Visualizing. Studies have shown that students who visualize while

reading have better recall than those who do not (Pressley, 1977). Readers
can take advantage of illustrations that are embedded in the text or create
their own mental images or drawings when reading text without illustrations.
 Using context clues is a great way to understand what you are reading
even if you don’t know all the vocabulary being used. Context clues can be
found in the words and sentences surrounding the word that you aren’t
familiar with. To use context clues, you can focus on the key phrases or ideas
in a sentence and deduce the main idea of a sentence or paragraph based
on this information. You can also look for nearby words that are synonyms
or antonyms of the word you don’t know.

Having students provide a summary of the text in their own words

requires them to not just identify the key points of the story, but to put those
main ideas into their own words. Along with this, summarizing allows
students to make connections between ideas and begin developing their
understanding of the way the text is organized. By having students
summarize, teachers are able to assess how much the student understood
from the reading and determine where they can best support them moving
forward.

Vocabulary is considered to be one of the most important elements in

comprehending lesson materials, especially when learning a foreign
language. Heidari et al. (2012) states that vocabulary is the core of language
and the cornerstone of language learning. Through comprehending foreign
words, students will understand the meaning of the words. Wessels (2011:
46) believes that knowledge of vocabulary is essential to students’ academic
success. “If students do not understand the meaning of the words in the text,
they will have difficulty understanding the content”. Therefore,
comprehension of the meaning of words can help students understand the
materials and the reading texts.

Research has consistently demonstrated that vocabulary (knowledge

of word meanings) is strongly related to reading comprehension (Anderson
& Freebody, 1981). The more words a reader knows, the greater the
likelihood that the reader will understand a text.

Moreover, vocabulary knowledge is important right from the start.

Cunningham and Stanovich (1997) report that vocabulary knowledge in
grade one predicts middle and high school reading achievement.

Graves (2016) suggests that from the beginning of first grade to the
end of high school, a linguistically advantaged student should add about
40,000 words to his or her oral and reading vocabularies. That means this
student needs to acquire about 3,300 new words each year, or slightly more
than 90 words per week (throughout a 36-week school year).

Despite the fact that many words are learned simply through life’s
experience, the need for intentional school-based vocabulary instruction is
more important than ever. Blachowicz et al. (2006) recommend that teachers
make vocabulary a core instructional consideration coordinated within and
across grade levels.
 It’s important to evaluate what will work best with your curriculum,
standards, and time constraints, and go from there. Both stand-alone
vocabulary and vocabulary as part of a fiction or nonfiction text can be very
effective, as long as the general principles described above are incorporated.

While the best measure of students’ ability is to observe them while

reading continuous text, you can also learn much about their word-solving
strategies by having them read individual words. Certainly students should
be able to recognize frequently encountered words automatically and
unconsciously. You can create your own informal assessments to detect
whether students can recognize and/or pronounce words in isolation.
You can also create inventories that will provide information about their
knowledge of vocabulary.

Improving reading habits can be really helpful for kids to increase their
vocabulary. If it is a book out of your preferred genres, a magazine, or a good
newspaper, then you will come across various new words. In case you are
unaware of the meaning of the words, you can refer to a dictionary and find
the meaning.

They say the best way to learn a language is by immersion – spending

time completely surrounded by that language. Reading is amazing for your
English in general. But it's particularly good for learning new vocabulary.
That's because understanding a new word as part of a story makes it much
more memorable than trying to learn a list of words out of
context. Researchers have found that you need to see or hear a word on
average ten times to remember it. But when you're actively making an effort
with a word – for example, you ask the person you're talking to how to say
something – you learn it much faster.

Understanding how words relate to one another is a big component of

the higher level vocabulary skills that contribute to strong reading and writing
skills. Knowing that neutral and indifferent have two different shades of
meaning and being able to both identify why an author might choose one
over the other and also choose the appropriate word for a given situation are
examples of these higher level skills. Use class discussions to highlight
different uses of words that achieve a certain tone or connotation. Ask
students to come up with synonyms that have a similar tone or connotation.

Vocabulary instruction aligns with deep learning by helping students

make connections between words and construct meaningful knowledge.
One critical finding from research is that word learning takes place most
efficiently when the reader or listener already knows something about the
context related to a new word. We learn words up to four times faster in a
familiar context than in an unfamiliar one (Landauer & Dumais, 1997; Hirsch,
2006). Vocabulary instruction that compares and contrasts word meanings
and activates prior knowledge not only helps students learn new words, but
has been shown to improve comprehension of the reading selection that
includes the words being taught (Graves, 2006).
 An important strategy to help students build their vocabulary is use of
context – i.e., using the clues or hints provided in the text that surround an
unfamiliar word to help guess the meaning without depending on a
dictionary. This can include words, phrases, or sentences that appear before,
after, or close to the word. It can also include visuals or headings embedded
in the text – basically anything that helps a reader understand the meaning
of an unfamiliar word. Expository, non-fiction text tends to offer more context
clues than narrative text.

These vocabulary practices are engaging for students and help them
begin to own the words as part of their vocabulary. The more they think
critically and creatively about the words, write them in context, and use the
words with peers, the deeper their understanding of the words. This helps
push them beyond simply memorizing a definition and into understanding the
word and how it can express their ideas.

Many teachers are familiar with decoding strategies that may

emphasize the use of picture clues, meaning, and self-monitoring.
Sometimes these decoding activities are even given cute nicknames to help
students remember. While we want students to monitor our students and
their reading for accuracy to make sure it makes sense, often these kinds of
decoding strategies taught typically in younger grades barely touch decoding
skills or WORSE, they may call a child’s eyes and attention AWAY from the
text, which is the opposite of what we want to do, especially for budding or
struggling readers.
 Students absolutely need additional tools to solve unknown words in
reading. There are a number of important strategies that will help students
decode effectively and will sustain them over time, no matter what grade
they’re in or how old they are. Let’s dive into decoding strategies that are
suitable for all children and adults.

The following decoding strategies have long been used within the
Orton-Gillingham lesson plan as part of the Orton-Gillingham approach, but
anyone can utilize them as part of their structured literacy framework.

The first thing to keep in mind is the importance of a strong foundation

of phonological awareness. Students need to be able to hear the differences
between two sounds, break a word into its individual sounds, and blend those
sounds. There is a tendency to teach phonological awareness only in
Kindergarten and 1st grade and to move on whether or not students have
understood the concepts. Research has shown us that effective phonological
awareness instruction not only involves instruction in advanced phonemic
awareness concepts such as manipulating phonemes but also teaching
these phonological skills to the point of overlearning and automaticity is key.

When a student is faced with an unknown word, this decoding strategy

is often my first step. By locating vowels, then syllable divisions, and
determining syllable types, students are able to break a word into bite-size
pieces. This is an area in which many interventions fall short. Students learn
to break a word into syllables orally, but not how to divide the printed word.
The vowels are the trickiest parts of most words for most students. Locating
and marking the vowels, not only facilitates syllable division but also
pronunciation and decoding. It is often useful to teach students the breve
and macron markings so that they can mark vowels with the correct sound.
Saying the vowel sound before attempting to blend the word is often also
helpful.

Looking for familiar spelling patterns such as digraphs, blends, or

chunks is also a key skill to aid when decoding words. Students may make
connections from known words to new words that share the same spelling
pattern. If a student is familiar with the word cold, it will assist them in reading
a word like withhold or golden. It is also helpful if students recognize patterns
like silent letters, as in the word write, gnome, or knight, as a predictable
decodable pattern. Students need to be proficient at both segmenting and
blending as a phonemic awareness skill done orally before different spelling
patterns are introduced. If a student does not know how to blend, they will
not have the necessary skills to decode unknown words. Similarly, the ability
to segment a word into sounds is crucial for spelling.

Even the most proficient reader when decoding words is going to

need to use context clues to read and understand heteronyms, words that
are spelled the same but pronounced differently and with different
meanings. Although marking up a word with pencil or even color is
undoubtedly helpful, there are times in every student’s life when this sort of
text marking is not an option. Teaching students to cover suffixes or syllables
with their fingers is an excellent substitute that makes decoding instruction
more multisensory and less visually overwhelming. If a student is struggling
with decoding a particular word part, I often have the student trace that part
on the table or desk as they say the sounds. Not only does tracing make the
word part more memorable, but the act of tracing triggers the kinesthetic and
sensory pathways the students utilized when they initially learned a word or
phonogram. After they have decoded a word multiple times and stored it in
their memory, it becomes a ‘sight word’, according to Ehri’s definition: familiar
words that can be accessed by memory.

In today’s society, the ability to read and write is crucial for

communication with the surrounding environment. With the increasing
volume of electronic messaging, online news stories, and other printed
sources of information, strong literacy skills are more important than ever.
Unfortunately, despite this apparent need, assessments consistently report
ubiquitous student underachievement in the literacy domain. This problem
has been particularly poignant in the United States, where according to the
National Assessment of Educational Progress (2011) only 27% of eighth
graders and twelfth graders score at or above proficiency levels in writing,
and only 3% of these students score at advanced levels (NAEP,
2011). Comparable findings have been reported for reading, with only 32%
of eighth grade and 38% of twelfth grade students scoring at or above
reading proficiency (NAEP, 2009). Similar problems persist in many countries
across the world with international assessments of literacy suggesting that
students, on average, only have intermediate levels of literacy proficiency
(e.g., Baer & McGrath, 2007).

Children can memorize words by sight instead of developing word

attack or reading decoding skills. This is a common problem in children who
have reading LDs (Fiorello, Hale, & Snyder, 2006).

This memorizing strategy allows children to guess at most words in the

early grades from the initial letter or whole word configuration (shape of word)
and still achieve average scores on most reading tests. What they often
struggled with is pseudoword reading tasks (e.g., read the words belped,
fralt, nockess). Although these children may not be identified with a reading
LD, because of their average scores in early grades, later in elementary
school they may have significant reading problems (Berninger et al., 2000;
Hale et al., 2008).

It is important to build word attack skills and good understanding of

phoneme-grapheme correspondence throughout the early grades (Ramus
et al, 2003; Shaywitz et al., 1999). Parents and teachers should watch for
children who often guess at words or skip words they don’t know. These
children will often read much quicker during silent reading (because of the
guessing/skipping strategy) and try to avoid oral reading. Comprehension
too may be better during silent reading because they are able to “fill in the
gaps” when they miss a word, and still understand what they read.

Problems with long-term visual memory can lead to poor sight word
recognition. Without a good sight word vocabulary, reading speed is reduced,
and working memory is consumed with reading decoding/attack. This does
not allow for working memory to keep track of the words read, and
comprehension is subsequently impaired (Elliott et al., 2010; Torgesen,
Wagner, Rashotte, Burgess, & Hecht, 1997).

This seems in direct contrast with the earlier comments about not
allowing children to use a sight word approach only for reading. This is
because reading is hierarchical. A child first learns to decode words, then
transfer the decoded words to long-term visual memory so the words can be
rapidly named, and thus comprehension can develop as word reading
competency increases (see Fiorello et al., 2006).

Use vocabulary logs to build vocabulary around the content of

disciplines through analysis skills, root words, and derivatives. Have science
social studies words, and a literature vocabulary to facilitate learning by
themes. Help students become aware and eventually skillful in using word
analysis to figure out unknown words
 It is important to build vocabulary first and foremost, and then decoded
words can be translated into reading sight words efficiently. With sight word
recognition and reading speed, the demands on working memory are less,
and so working memory can be used for reading comprehension to occur.

Reading critically means reading for more than just facts and
understanding; it means reading to understand the author’s purpose,
possible biases, and how the argument is constructed effectively (or not). In
short, critical reading means reading to understand first and questioning the
content second.

Use vocabulary logs to build vocabulary around the content of

disciplines through analysis skills, root words, and derivatives. Have science
social studies words, and a literature vocabulary to facilitate learning by
themes. Help students become aware and eventually skillful in using word
analysis to figure out unknown words.

Despite the use of the term critical, critical thinking does not mean
being critical in the sense that you tear down or attack thoughts or ideas.
Rather, it involves evaluating or considering ideas from an unbiased
perspective, being able to differentiate facts from opinions, determining
validity, and understanding how the ideas or thoughts fit within a larger
context. This handout will provide you with questions and tips to aid in both
thinking critically and engaging critically with texts. The thinking processes
and questions listed below will assist writers with analyzing arguments,
readings, or other sources from a critical standpoint.

Fluency refers to the ability to read text accurately, with automaticity,

and with proper expression (NICHD, 2001). Children, and people in general,
must be able to read fluently in order to understand what they’re reading.
This applies to both silent reading and reading out loud. Fluent
readers recognize words automatically, without struggling over decoding
issues.

In other words, fluent readers recognize words and comprehend at the

same time. Reading fluency also affects a child’s motivation to read. Children
typically do not enjoy activities that feel burdensome and difficult. When
children’s reading is not fluent, they often don’t enjoy reading, and they are
less inclined to practice reading, which may contribute even further to a
decline in their reading skills.

Students struggling with accurate reading may incorrectly pronounce

words often. Students may read aloud slowly or awkwardly. They may lose
their place in the text frequently and struggle to reiterate what was read after
finishing a sentence or a paragraph. When silent reading, students struggling
with fluency may move their mouth (a practice called subvocalizing).
Teachers might also notice students read without proper intonation, either
reading in a monotone or missing the tone of questions or statements.

For many years, educators have recognized that fluency is an

important aspect of reading. Reading researchers agree. Over 30 years of
research indicates that fluency is one of the critical building blocks of reading,
because fluency development is directly related to comprehension.

Your ability to read fluently contributes to good comprehension skills.

When you can’t read quickly, it is hard to hold pieces of text in your mind and
make sense of them. When that happens, you typically don’t enjoy reading.
It is just too labor-intensive. This directly impacts reading comprehension.
According to the research done by S. J. Samuels, “Comprehension requires
the fluent mastery of the surface-level aspects of reading.”

Text or passage reading fluency is generally defined as having three

components: accuracy, rate, and prosody (or expression). The three
components of fluency, and the interactions between them, have been
studied in detail. It is useful to understand these concepts in order get a
better sense of how they inform teaching practice, especially for children
whose fluency is affected by difficulties with one or more of them. Accurate
reading requires students to be able to pronounce written words correctly.
Correct pronunciation of a word allows the young reader to access its
meaning from their existing oral vocabulary – the words they use and
recognise in spoken language. Accurate word reading is dependent on the
ability to decode words efficiently and the process of ‘orthographic mapping’.
Reading speed is the number of words a person can read correctly per
minute. Reading speed is also called reading rate. It’s part of a broader skill
called reading fluency. This is the term for being able to read accurately at a
good pace and with the right expression or intonation. Prosody is the
rhythmic and melodic aspects of speech. It is reading with good expression,
intonation, including pitch, tone, volume, and emphasis on certain words.
Fluent readers chunk words together in appropriate, meaningful phrases,
and use their voice to convey and enhance the meaning of the text. They
know how to pause appropriately at the end of sentences.

Assessing fluency should be embedded strategically and frequently to

ensure students are receiving the instruction and practice they need.
Educators can assess students’ fluency by using grade-level passages that
have been controlled for level of difficulty and having students read aloud a
new passage for one minute.
 Assessments of oral reading fluency are useful indicators of students’
general reading progress and competence and they can be done relatively
simply.

Words correct per minute has been shown, in both theoretical and
empirical research, to serve as an accurate and powerful indicator of overall
reading competence, especially in its strong correlation with comprehension.
Hasbrouck & Tindal (2006)

To measure students’ oral reading speed and accuracy, researchers

have developed a simple and very brief procedure that uses regular
classroom texts to determine the number of words that students can read
correctly in one minute. To obtain a words-correct-per-minute (WCPM) score,
students are assessed individually as they read aloud for one minute from
an unpracticed passage of text. To calculate the WCPM score, the examiner
subtracts the total number of errors from the total number of words read in
one minute.

This word reading must be accomplished with automaticity. That

means reading the words accurately without conscious attention.
Automaticity is usually estimated by tracking reading speed. If a student
reads text too slowly, comprehension deteriorates. Adult proficient readers
read text aloud at about 166-178 words correct per minute (Baer, et al.,
2009). Fourth graders who read at fewer than 100 words correct per minute
tend to be “below basic” in reading comprehension. Reading so slowly
makes it difficult to integrate information. By the time you get to the end of
the sentence, you’ve likely lost the thread of the first part.

Increasing fluency allows students to then concentrate on

comprehending the grade-level material rather than focusing on trying to
navigate through decoding or determining meaning of unknown words
(Fuchs, Fuchs, Hosp, & Jenkins, 2001; Jenkins, Fuchs, van den Broek,
Espin, & Deno, 2003; Torgesen & Hudson, 2006).

In the Philippine education system, reading formed part of the core

areas of basic education curriculum. For the last decade, the quality of
Philippine education was put into a big question due to poor performance of
students in reading both local and abroad. A Filipino child needs to develop
higher order skills and functional literacy. It is given that any Filipino child
with sufficient reading skills would have greater chances of success in school
compared to a child whose reading skills are poor and more often than not,
those with poor reading skills when assessed properly are diagnosed with
reading disability

The implementation of the Philippine Informal Reading Inventory (Phil-

IRI) program is mandated by the Department of Education (DepEd) for
implementation in schools as an assessment tool in determining the
performance of learners in reading proficiency. This paper critically analyzed
the implementation of Phil-IRI in schools as a prescribed reading program of
DepEd. Following a critical analysis approach, the paper explored the
problems encountered in the program implementation. The results of the
inventory serve as the basis for teachers in creating appropriate reading
intervention initiatives to improve the performance of struggling readers.
Challenges were revealed along the Phil-IRI implementation which drew
setbacks on literacy improvement, writing and reading proficiency of the
learners. In the implementation process, some teachers were not adherent
nor consistent to program interventions since they are already bombarded
with workloads in their teaching tasks and so many paperwork for
submission, apart from the timeconsuming reading interventions. It was
difficult to carry out the appropriate reading remediation in view of teaching
time constraints and too many assigned works coupled with the insufficient
instructional reading materials, limited or no technological facility and limited
library resources. Indeed, developing the reading ability of learners with
reading difficulties has never been an easy feat for the reading teachers.

B. STUDIES

According to the study of Meron (2018) argued that poverty is also the
reason of poor reading comprehension of a student. In the Philippine context
of the education system, students from low-income families tend to put work
first at an early age instead pf attending formal schooling. They say that
education in reading here focuses on the primary word definition; this is
important, but it is a problem in the context of reading comprehension.
Filipino students should be surrounded by essays and try to relate and reflect
on them, enhancing their reading comprehension.

According to the study of Wilhelm (2018) reading comprehension also

includes the ability of a person to translate the essence of sentences using
his own words. This also consists of applying the textread in one’s life. One
aspect of reading comprehension is when a person articulate 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.
Reading comprehension is one of the reading competencies that every
student has to develop. However, there are still students who are below the
proficiency level of reading comprehension despite the reading instructions
and strategies provided by the teachers for the improvement of the students’
reading comprehension.

According to the study of Mohammed and Ofori Amponsah University

for Development Studies, Ghana (2018). The following to be the factors
contributing the low reading abilities of the students: their lack of confidence
to practice how to read in class, poor motivation from teachers and parents
to help develop the interest of the students in reading, lack pf pre-reader
books in school and at home, lack of library, teachers inadequate knowledge
of phonemic awareness strategy of teaching reading competition among the
students in the school.

According to the study of International Student Assessment (2018),

reading comprehension is an essential skill that one should have. It allows
us to understand what is being written, with how heated things can be on
social media, reading comprehension may prevent unnecessary comments
and conflict happening. With reading comprehension, it allows us to
understand what is happening around them.

According to the study of McNamara & Magliano (2009); Perfetti &

Satafura (2014) – National Assessment of Education Progress NAEP
reading comprehension is one of the most complex behaviors in which
humans engage. Reading theorist have grappled with how to
comprehensively and meaningfully portray reading comprehension and
many different theoretical models have been proposed in recent decades.

According to the study of American Journal of Education and

Technology (2016), reading proficiency extends beyond mere word
comprehensions; it demands active engagement with text, analysis of its
content, and synthesis of information to generate new insights and
perspective. This study aimed to investigate the reading proficiency levels of
Grade 10 students during the implementation of Cath-up Fridays at
Prosperidad National High School in the 2023-2024 school year and
determine whether significant differences existed in the students’ reading
proficiency levels between pre and post assessment during Catch-Up Friday
sessions. Descriptive statistics, including frequency, percentage, mean were
employed and a t-test for independent samples compared Grade 10
students’ scores in pre- and post-assessment during Catch-Up Friday
sessions. The analysis revealed that implementing Catch-Up Friday
sessions and contextualized reading materials significantly impacted Grade
10 students’ reading proficiency levels, highlighting the importance of
tailored interventions and learning resources to enhance reading proficiency.

According to the study of Laufer (1998); Ozturk, (2015), controlled

reproductive vocabulary refers to the ability to provide the whole world when
given part as the word as a cue, whereas free productive vocabulary is being
able to use words spontaneously and without cues within the flow of natural
speech. Receptive knowledge is believed to be mastered before productive
knowledge.

According to the study of Gonzalez Fernandez and Schmitt (2017) it is

claimed that breadth and depth of vocabulary knowledge do not grow in a
parallel fashion, yet the two aspects are related and contribute to one
another. For instance, as the number of words one knows grows, so does
the number of words forms which in turn increases the depth of vocabulary
knowledge of the speaker.

According to the study of Cheng & Matthew (2016), contribute to the

hypothesis that vocabulary knowledge is significantly related to reading to
reading comprehension and performance. Based on this well substantiated
relationship, many research studies have been carried out to prove the
efficiency of vocabulary instruction in improving the reading comprehension
skill of learners.

According to Fareed at el (2016), on the other hand, having sufficient

vocabulary knowledge can help students write to convey their thoughts.

According to the study of Viera (2017), even if students acquired

grammar and sentence structure, they will have difficulties in conveying their
ideas if they do not have sufficient vocabulary knowledge.

According to the study of Viera (2018), vocabulary is the fundamental

aspect of language. Vocabulary is vital in second and foreign foreign
language acquisition because learners cannot understand others or convey
their feelings without it. Because a restricted vocabulary in a second
language impedes successful communication, vocabulary knowledge is
frequently regarded as a key tool for second language learner.

According to the study of Tolaman (2005); Toste, Williams & Capin

(2017), struggling older readers often have difficulty with early decoding
skills. . If they are unable to master decoding, they may have difficulty with
more complex skills, such as passage reading fluency. The current study
extends research on reading fluency for older students by evaluating the
combined effects of a phonics procedure and a fluency-building strategy on
their reading fluency.

According to the study of Archer, Gleason & Vacho (2003); Tolman

(2005); Toste et al (2017), Developing decoding interventions for older
students is important because research suggests that older students who
stuggle with early decoding concepts also struggle with more and advanced
phonics concepts such as morphemes, syllable types and word origin.

According to the study of Parker, David C. (2022), young students who

are struggling with reading need a strong foundation in decoding skills. The
need for strong decoding skills is particularly true for students facing multiple
risk factors.
 According to the study conducted by Leander Marquez (October 2017)
on critical thinking in Philippine Education: What we have and what we need,
examined the importance of developing critical thinking skills particularly to
the Filipino students, not just to gather the demands of globalization and
capitalism but also to foster open-mindedness, sensitivity and understanding
of different beliefs and values. The study find that the current educational
taxonomy is inadequate for cultivating critical thinking and instead promotes
the use of critical pedagogy, which encouraged students to engage in
dialogue and question without hostility.

According to the study of Jarod Angelo November (2019), critical

thinking is one of the important skills for a student to learn. He highlighted
the significance of developing critical thinking skills to be future-ready and
effective problem solver. The paper addresses the circumstances faced by
the Filipino students in developing critical thinking and proposes solution to
overcome them. On the other hand, he cited the importance of analyzing
information objectively, making reasoned judgements and being able to
estate reasonable conclusions from particular sets of information. Overall,
this study underscore the need of Filipino students to be aware of the
importance of critical thinking skills to overcome various problems they may
encounter in the future.
 According to the study of Ana Laigue Viado and Jo A. Espiritu (July 24
2023), to explore the role of collaborative-individual learning in enhancing
the critical thinking skills of secondary students and emphasizing the
effectiveness of Collaborative Individuals Learning Economic for grade 10
students, where pre-test and post-test conducted. The study investigate the
effectiveness of combining collaborative learning, where students work
together in groups towards a common goal, where the students work
independently, can contribute to improve the critical thinking skills among
secondary on the Philippines. By addressing the impact of these two learning
effectiveness on critical thinking skills, this study seeks to provide the “The
best practices strategies for fostering critical thinking among Grade 10
students” and the most educational strategies among secondary students in
the Philippine educational system.

According to the study of Musti, Shobana; (2023) reading fluency is an

important reading goal for all students. Students with a known reading
disability often need systematic and evidence-based instructional supports
to reach grade-level benchmarks in fluency

According to the study of Alvarez-Canizo et al (2015), reading fluency

is defined as the ability to read rapidly, accurately and with the proper
expression and includes three main components; reading rapidity, accuracy
and prosody.
C. RESEARCH PARADIGM

INDEPENDENT VARIABLE DEPENDENT VARIABLE

).
Dependent Variable
Independent Variable
Academic Grades of
Factors Impacting Poor
Junior High School
Reading Skills
Students
(comprehension,fluency,
(Grades and academic
vocabulary,inferencing,tex
performances of student
t structure, and
in 1st,2nd,3rd,4th
background knowledege).
quarter)

Research Hypothesis
Poor reading skills of student is because of lack study habits and
reading, difficulty understanding of the text of what they have read, more on
technology and addicted to mobile games instead of learning, working
memory deficit disinterest and boredom,oral language deficit, limited
vocabulary, slowness in reading, difficulty with logic and reasoning, poor
visualization skills and the negative effect of social media.

D. CONCEPTUAL FRAMEWORK
It demonstrate in the Research Paradigms the relations between the
two main variables of ‘ Factors Affecting Poor Reading Skills of Selected
Junior High School Students of Sandiat National High School. ’ The
Independent Variables are the Factors Affecting the Poor Reading Skills that
it could be the Comprehension, Fluency, Vocabulary, Inferencing, Text
Structure, and Background Knowledge. The Dependent Variable are might
be the worksheets that have cross-examine related to the story they read
that recorded and applied on their Academic Grades and Performances of
Junior High School Students in a whole quarter.

In the Figure shows the IPO (Input - Process - Output) Model‚ it is used
to reveal the done process, used to understand and analyze the flow of the
information related to the Problem of Poor Reading Skills of Junior High
School Students. It helps to understand how different elements interact and
contribute to achieving the desired outcomes.

E. DEFINITION OF TERMS

Academic endeavors - Educational pursuits and achievements.

Background knowledge - Information and experiences individuals bring to
learning.
Colonial language policies - Rules regarding language use in colonial
territories.
Comprehension - Understanding and making meaning of text. Connotation -
Emotional or cultural associations of words.
Decoding - Translating written language into spoken language.
Decoding strategy - Techniques to read unfamiliar words.
Fluency - Reading or communication with ease and accuracy.
Heteronyms - Words spelled the same with different meanings.
Linguistic diversity - Variety of languages spoken in a region.
Low literacy rate - A situation where a population lacks basic reading skills.
Orthographic mapping - Forming connections between spoken sounds and
written symbols.
Phonemes - Smallest sound units in language.
Phoneme-grapheme - Relationship between speech sounds and written
symbols.
Phonological - Relating to the sound structure of language.
Phonological skill - Ability to recognize and manipulate speech sounds.
Prerequisite - Requirement that must be fulfilled before proceeding.
Decoding made-up words based on phonetic rules.
Reading - Process of interpreting written language.
Reading comprehension - Understanding and interpreting written text.
Reading proficiency - Level of competence in reading.
Socioeconomic constraints - Factors limiting opportunities due to economic
challenges.
Ubiquitous - Present everywhere at the same time.
Word knowledge - Understanding vocabulary and word meanings
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