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THE IMPACT OF READING COMPREHENSION LEVEL ON THE ACADEMIC

ACHIEVEMENT OF GRADE 7 STUDENTS

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THE IMPACT OF READING COMPREHENSION LEVEL ON
ACADEMIC ACHIEVEMENT OF GRADE 7 STUDENTS

ALF-S-BR-TL-EN-16-23

Maeden A. Ligsa
 THE IMPACT OF READING COMPREHENSION LEVEL ON
ACADEMIC ACHIEVEMENT OF GRADE 7 STUDENTS

Maeden A. Ligsa

[email protected]

Abstract

Purpose: This study aimed to determine if there was a significant relationship

between the reading comprehension level and their academic achievement.

Design/methodology/approach: The First Quarterly Grades in English of

Grade 7 students were used to identify the academic achievement of the

students. The result was correlated with their Phil-IRI scores. A descriptive-

correlational research design was employed in the study. Frequency counts,

percentage, and Pearson correlation coefficient (r) were used to analyze the

data gathered.

Findings: The computed correlation (r) was equal to 0.68. Since the computed

r was greater than the critical value of 0.113, there was a significant, strong,

positive relationship between the reading comprehension level and academic

achievement of the respondents.

Research Limitations/implications: This study was limited to the 300

learners. They randomly selected using simple random sampling. Effective

reading program will enhance student’s academic achievement.

Originality/value: Finding the reading comprehension level of students will

help the school determine the impact of the reading level to the academic

achievement and will also provide data on whether to make another reading

intervention/program among its learners.

 Keywords: Reading, Reading Comprehension Level, Academic,

Quarterly Grades, Phil-IRI

Acknowledgement

The author expresses her gratitude to the participants and their

parents, as well as the schools and teachers who took part in the study. Also,

thanks to the panelists who helped improve the manuscript.

Introduction and Rationale

The pursuit of efficient reading comprehension is of utmost

importance, as it has significant implications across various domains of

learning. The enduring cornerstone of our educational system lies in the

foundational significance of reading and writing. However, educators

consistently face the perennial challenge of fostering students' engagement

with these fundamental facets. The recognition of the significant importance

of reading comprehension has led the Philippine government to incorporate

it prominently within the K-12 curriculum of the Department of Education

(Dep-Ed). This integration places a strong emphasis on the enhancement of

reading comprehension skills throughout all grade levels. The Commission on

Higher Education (CHED) has issued guidelines for higher education

institutions to harmonize their curricula with the Enhanced Basic Education

Act of 2013. These guidelines aim to promote the integration of

pedagogical approaches and exercises that facilitate the development of

reading comprehension skills.

The quality of a person’s life can be enhanced by the literacy level as

the latter is directly related to his/her working life (Organization for Economic

Cooperation and Development [OECD], 2009). There is a direct relationship

between literacy and academic achievement. Hence, training individuals with

good literacy who can comprehend and question what they read is one of the

most important goals for today’s education (Lapp, 2013).

One of the problems in our country involves the poor reading

comprehension of the students. In December 2019, the nation was thrown

into an uproar by the release of the 2018 Program for International student

Assessment (PISA) Report which stated that high school students in the

Philippines got lower scores in reading comprehension than most of those

surveyed in other nations. Based on the findings, over 80 percent of the

Filipino students around the age of 15 got a rating of 340 points in reading

comprehension, lower than the average of 487 points. Consequently, in the

said study, the Philippines ranked last among 79 countries.

In local setting, the researcher observed that the students are

experiencing struggles in comprehension which is vital in understanding their

lessons. For example, in terms of analyzing and answering the questions

about different reading texts. Thus, the difficulties of the students in reading

comprehension may affect their academic achievement.

Reading is very important because reading is a process carried out to

get messages or information. In addition to getting information, we can also

understand the information contained in the reading and can become

knowledge for the readers' future. Reading can also stimulate mentally, reduce

stress, increase vocabulary, and expand thinking. Reading is a physical and

psychological process. We observe writing visually and think in processing

the information contained in reading.

Reading is not easy to be mastered. Knowing the meaning of words

alone does not help the reader to comprehend and understand what the
students read. Westwood (2008, pp. 33-37) argues that there are eight

problems that exist in reading comprehension. They are limited vocabulary

knowledge, lack of fluency, lack of familiarity with the subject matter,

difficulty level of the text (readability), inadequate use of effective reading

strategies, weak verbal reasoning, problem with processing information, and

problems in recalling information after reading.

In terms of academic achievement, academic achievement is dependent

upon intelligence and study skill of the learners (Ayesha and Khursid, 2013,

p. 23). There are several factors associated with students’ academic

achievement in higher education. National Center for Education (2009, pp. 8-

24) state that there are several factors influence students’ academic

achievement. They are students’ background, school organization features,

teachers’ qualifications, school climate, reading comprehension and

mathematic comprehension.

Despite an extensive body of research dedicated to investigating

methods for enhancing reading comprehension and understanding its

implications for academic achievement, there remains a concerning lack of

exploration regarding the relationship between these factors, the influential

elements at play, and the identification of effective strategies for

improvement. In light of the prevailing belief that reading comprehension

is sufficiently evaluated during earlier stages of education, it is crucial to

underscore the continued importance of assessing these skills among high

school students. The cognitive demands placed on high school students when

engaging in advanced reading at the secondary level have been emphasized

 by Taraban, Rynearson, and Kerr (2010). Consequently, it becomes

imperative to assess students' comprehension abilities in order to ascertain

their potential for success in foundational courses.

The main reason of the researcher for conducting this study is to

determine the academic achievement of the participants and to find out if

there is a significant relationship between the reading comprehension level

and their academic performance.

Literature Review

Based on the data analysis, it is concluded that UVD Education

students struggle with reading comprehension, which hinders their

academic performance. However, Spearman’s rho correlation analysis

revealed no significant influence of reading comprehension skills on

academic performance, contrary to existing literature (Villanueva, 2023).

In contrast, previous research has indicated that parental involvement

exhibits associations with enhanced reading comprehension skills, improved

academic performance, and a heightened desire for knowledge acquisition.

The existing body of research suggests that the ability of a student to

comprehend information deeply has a significant impact on their academic

advancement and overall linguistic abilities.

However, it is worth noting that Chege and Wanjiku (2016) place

significant emphasis on the notion that a lack of reading comprehension skills

can have a detrimental impact on academic achievement. This highlights

the importance of cultivating both decoding abilities and comprehension

proficiency in order to promote a well-rounded literacy development.

According to the National Center for Education Statistics research, 43%

of adults with a low reading comprehension and literacy level lived in poverty.

It also shows that people who have an average or high literacy can break the

cycle of poverty because they can have many opportunities to work full time

(Bales, 2018). One factor why people with low literacy and low level of reading

comprehension struggle to be successful is the social impact. They have low

self-esteem, fear, and powerlessness. Due to these factors, persons with low

reading comprehension levels cannot perform well at their jobs or school.

Since low-level readers cannot communicate well, there is a wall between their

interaction with the world and they will eventually leave (Gunn, 2018).

Anggraini (2017) found out that the correlation analysis between

student's reading comprehension and academic performance showed that the

regression level between the two variables was (.236), therefore he concluded

that reading comprehension and academic performance are positively

correlated.

Reading comprehension skills allow reading comprehension to be

reflected in the student's life, and it is the basis for learning every reading; the

basic principle concerning reading is that it is first to understand and to help

the student to solve problems so that the student acquires the skills of

objective criticism. It allows them to express opinions, helps the student delve

into the readable text, and learning from understanding remains in the

learner's memory a more extended period of learning through memorization

(Hafez, 2008; Al-Tatari, 2016).

 In a 2016 study conducted by C. Whitten, it was observed that the act

of simply promoting extracurricular reading among students may not be

sufficient in facilitating enhanced comprehension skills. Rutzler (2020)

highlights the differentiation between the process of reading and the

subsequent act of comprehending, emphasizing that comprehension goes

beyond the mere act of reading. The efficacy of comprehension is contingent

upon the expeditious analysis and integration of phonetic elements in order

to form lexical units and derive their cohesive significance. The intricate

procedure entails the interpretation of not only discrete lexical units but also

their contextual relevance within the given textual composition. The assertion

made by Duke and Pearson in 2022 emphasizes the primary objective of

reading, which is to achieve comprehensive comprehension that goes beyond

simply extracting isolated meanings.

Catts and Kamhi (2017) pointed out that to make learners proficient in

reading is one of the essential goals of the educational system. The

Department of Education (DepEd) has continuously aimed to improve the

reading comprehension of public school students, through the

implementation of different projects. For instance, the implementation of the

Every Child a Reader Program can be observed in all public elementary

schools in the country. It is a national program that addresses the thrust of

DepED to make every Filipino child a reader at his/her own level. However,

despite all the efforts reading problem is still prevalent. In the study of Bilbao,

Donguilla and Vasay (2016) the overall reading comprehension of the

education students in literal level, interpretive level, and evaluative level was

satisfactory with the descriptive level of moderate which illustrates that there
is still a need to provide a reading program for the education students to reach

the maximum level of reading comprehension. While in the study of Imam,

Abas, Jamil, and Ismail (2014), the students performed at the level of near

mastery in getting main idea and making inference and low mastery in

understanding vocabulary in context, noting details, predicting outcome, and

drawing conclusion. The majority of the students had low mastery level in

reading comprehension skills with a mean percentage of 47.37 which is

equivalent to a failing mark according to the DepEd grading system.

Lorna (2015) examined the relationship of reading habit to vocabulary

understanding and reading knowledge. The data collected were through a

survey questionnaire on reading habit, vocabulary and reading knowledge

test. A Pearson – r was applied in the study. The results proved that a

relationship exists between reading habits and reading knowledge

/comprehension.

As stated in a Malaysian journal article by (Sidek Het. al., 2015),

students with deficient scores in vocabulary knowledge tend to fail to

understand the overall message of the text that they have read. The study

argued that insufficient vocabulary knowledge hinders students' ability to

appreciate the story and answer several questions. It also happens when the

readers reflect on their personal experiences while or after reading. Another

manifestation of practicing text comprehension is when the readers have an

insight or predict what will happen next to the story they are reading since

there is a personal emotion attached to it (National Institute for Literacy,

2013).

Cimmiyotti (2013) affirms that reading constitutes the foundation of all

school learning. He buttressed his point with the argument that students who
cannot read comprehensively and fluently will not succeed to benefit from

what school has to offer and will hardly become independent in access to the

knowledge imparted. Reading is thus an intellectual process that gives access

to information in every subject in the school curriculum.

Caleb (2013) examined the relationships between students’ academic

performance in mathematics and english reading at the primary or lower basic

levels. The data incorporated 95 student records from grades 2, 3, 4 and 5.

The reading was based on vocabulary, fluency and comprehension.

Mathematics 8 centered on summative feedback/assessments for the 2011-

2012 school year. Results stated that a relationship exists between r3eading

and mathematics performance. Looking at each grade level, they produced the

same outcomes. No correlation existed between 2nd-grade reading and

mathematics performance; however, a correlation exists was discovered at

grades 3, 4 and 5. The correlation or relationship also seemed to raise in

strength at higher grade ranks.

The Philippines shared a significant rate of low performers among all

PISAparticipating countries and economies. That is, 80% of the Filipino

students did not reach the minimum level of proficiency in reading. Their poor

scores in English, Mathematics, and Science are attributed to the students’

lack of ability in basic reading and comprehension. This being the case, the

Department of Education (DepEd) has launched the Hamon: Bawat Bata

Bumabasa (3Bs Initiatives), to intensify the advocacy for reading and by

pledging commitment to make every learner a reader at his/her grade level.

Reading comprehension according to Umali (2013) is a very important

skill students must possess. It does not only increase the pleasure and

effectiveness of reading according to Brooks (2014), but strong reading

comprehension he continued, helps in all other subjects and in the personal

lives. Students’ level of reading comprehension is the pivot to all other

subjects, as it directly affects student’s attainment in the entire academic

process (Jude & Ajayi, 2012). A study by Chege (2012) also concluded that

reading comprehension is related to academic performance. Effective reading

is an important avenue to effective learning. It is interconnected with the total

educational process ( Acheaw& Larson , 2014). After learning how to read

effectively, students will be able to learn effectively (Pardede, 2010). Reading

comprehension is the fundamental way of learning new information and it is

the most significant skill required for the students’ success (Nemati et.al,

2016). Consequently, students who experience difficulties in reading will be

handicapped in acquiring knowledge and in succeeding academically

(Bharuthram, 2012).

There are levels of reading comprehension (Umali, 2013). First is the

literal level, which involves surface understanding only. Common questions

used to elicit this type of thinking are who, what, when and where questions.

According to Bernardo (2013) these are the easiest to answer because the

answer is expressed directly in the text. Interpretive level is when the reader

gleans what is implied or meant, rather than what is actually stated. This level

involves drawing inferences or reading between the lines. Readers tap into

prior knowledge/experience and attach new learning to old information.

Evaluative or critical level is when readers read beyond the lines. The learners

are able to synthesize information, to question and to evaluate the author, to

think critically and to form new, fresh ideas from the text (Ariong, 2013).
Research Questions

This study aimed to answer the following questions:

1. What is the reading comprehension level of grade 7 students?

2. What is the academic achievement of grade 7 students?

3. Is there a significant relationship between the reading comprehension

level and academic achievement of the respondents?

Scope and Limitation

This study dealt with the reading comprehension level and Quarter 1

grade in English 7 as the basis for academic achievement of the students. The

data came from the PHIL-IRI results for determining the reading

comprehension level of each individual and in determining their academic

achievement through their English grade in the first quarter. The participants

were the Grade 7 students from Lucsuhin Integrated School, Kaytitinga

Integrated School and Alfonso Integrated National High School during the

school year 2023-2024.

This study was limited in terms of respondents wherein the researcher

randomly choose the grade 7 students.

Research Methodology

A. Sampling

The participants in this study were 300 students from the total

population of 1200 Grade 7 learners from Lucsuhin Integrated School,

Kaytitinga Integrated School and Alfonso Integrated National High School.

 They were given PHIL-IRI comprehension test. Simple random sampling

technique were used in the selection of respondents.

This study used descriptive correlational method in research which

was designed to look for the relationship of reading comprehension level and

academic achievement in English subject of grade 7 students.

B. Data Collection

The researcher sought first, permission from the School Principal to

use the reading level result in Phil-Iri reading test, coordinated with the Level

Chair next, to have a copy of 1st quarter grades for English 7. Then, from the

list randomly selected the participants of the study. The quarterly grade was

the basis for the academic achievement. These learners were given consent

forms and ascent forms for minors to read and accomplish.

C. Ethical Issues

The proponent of the investigation ensured the quality and integrity of

these research by following the set standards of the research authorities of

the institution. Since the participants to this study were still minors, the

researchers sought the informed consent of the parents and/or guardians and

their confidentiality and anonymity was ensured.

Participation in the study was voluntary basis.

D. Data Analysis

All the data was sorted and treated according to the objectives of the

study. Then, the data was tallied and tabulated. Tables were interpreted and

analyzed. The following statistical procedures were used to analyze the data

gathered from the first quarterly grades and reading comprehension level

results.
 Frequency count and simple percentage were used to identify the

reading comprehension level and academic achievement of grade 7 students.

Pearson r was used to identify the relationship between reading

comprehension level and academic achievement of the respondents. The

formula was written below:

A. Percentage

% = 𝑓 × 100 𝑁

where: % = percentage

f = frequency

N = number of respondents

B. Relative Frequency

=f

where: f is the number of times the data occurred in an observation

Moreover, to introduce descriptive correlational research design

Pearson r was used to determine if there was a significant relationship between the

reading comprehension level and academic achievement.

Discussion of Results and Recommendation

In this study, the researcher found out if the reading comprehension

level of grade 7 students has a relationship in their academic achievement.

Table 1. Reading Comprehension Level of Grade 7 Students

Reading Level Frequency Percentage

of Comprehension

Independent 90 30%

Instructional 180 60%

Frustration 30 10%

Table 2. Academic Achievement of Grade 7 Students

Learner
Progress and
Gradin
Achievement Frequency Percentage
g Scale
(Descriptors
)
17
Outstanding 90-100 52
%
Very 32
85-89 95
Satisfactory %
35
Satisfactory 80-84 106
%
Fairly 16
75-79 47
Satisfactory %
Did Not Below
0 0%
Meet Expectations 75
 Table 3. Relationship between the Reading Comprehension Level and
Academic Achievement of the Respondents
Degree
of Computed Critical r Value Decision
Freedom r
Reading
Comprehension
Level 0.68 0.113 Reject the Ho
298
Academic
Achievement

Table 3 shows the relationship between the reading

comprehension level and academic achievement of the respondents.

The computed correlation (r) is equal to 0.68. Since the computed r is

greater than the critical value of 0.113, there is a significant, strong,

positive relationship between the reading comprehension level and

academic achievement of the respondents.

Dissemination and Advocacy

Based on the findings and conclusions drawn from this study, the

researcher therefore, would recommend the following recommendations that

are hereby offered for considerations.

1. This study is recommended to be used as baseline data for the

relationship of reading comprehension levels and academic achievement.

2. The researcher suggests that this study can be improved by adding

variables since that the researcher did not include other factors such as all

secondary schools in Alfonso . Therefore, in order for the future researchers

to obtain better assay and more solid results they should conduct the study

with a wider range of respondents such as wider sample population with

 diverse ages and academic levels can be included for the improvement of the

future research.

3.The tool used in this study which is the reading comprehension test

can be used by future research as long as the level of the test are in-line with

the student’s scholastic status.

4. The School should conduct a program regarding English language

concerns that would help their students enhance their reading and

vocabulary skills.m

References

Anggraini, S. (2017). The correlation between reading comprehension

and Academic achievement of English Education study program students of Uin
Raden Fatah Palembang.
http://eprints.radenfatah.ac.id/1099/1/SANTI%20ANGGRAINI%20%28112
50052%29.pdf

Chege, E. (2012). Reading Comprehension and Its Relationship with

Academic Performance Among Standard Eight Pupils in Rural
Machakos. Journal of Research Initiatives Retrieved 04 June 2023 from
https://ir-library.ku.ac.ke/handle/123456789/3722

Cimmiyotti, C. (2019). Impact of Reading Ability on Academic

Performance at the Primary Level.
https://doi.org/10.33015/dominican.edu/2013.edu.18

Kamens, D. H., & McNeely, C. L. (2010). Globalization and the

growth of international educational testing and national assessment.
Comparative Education Review, 54(1), 5–25.
https://doi.org/10.1086/648471

Kamil, M. L., Pearson, P. D., Moje, E. B., & Afflerbach, P. (2011).

Handbook of Reading Research, Volume IV. Routledge.

Lapp, D., Flood, J., Brock, C. H., & Fisher, D. (2013). Instructor’s
manual to accompany teaching reading to every child. Routledge.

Manaog, N. (2020). Why students have poor reading

comprehension. The Manila Times.
 Millis, K. K., Long, D., Magliano, J., & Wiemer, K. (2018). Deep
comprehension: Multi-Disciplinary Approaches to Understanding, Enhancing,
and Measuring Comprehension. Routledge.

Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching
reading comprehension: A handbook. Routledge.

Ponkshe, S. (2013). English reading as a predictor for academic

successes in first year B. SC. Nursing Course in India. IOSR Journal of Nursing
and Health Science CIOSR-JN HS), 2(4), 28-33.

Viduya, A.D. & Antonio, J.B. (2022). Effect of reading comprehension

to the academic performance of grade 6 pupils in Filipino. University of Baguio
Research Journal, 46 (2), 1. https://rdc.ubaguio.edu/effect-of-reading-
comprehension-to-the-academic-performance-of-grade-6-pupils-in-filipino/

Vilog, Flor Abel, The Level of Reading Comprehension of Grade 8

Students at Holy Spirit National High School for the Development of Strategic
Instructional Materials (October 5, 2018). Available at SSRN:
https://ssrn.com/abstract=3704611 or
http://dx.doi.org/10.2139/ssrn.3704611
Annexes

a. Research Instrument

Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF CAVITE PROVINCE
LUCSUHIN INTEGRATED SCHOOL
LUKSUHIN, ALFONSO, CAVITE

Screening Test in English Grade 7

Read each selection silently. Then read the questions that follow and write the

letter of the correct answer in the answer sheet.

A. Telling Time

Humans have used different objects to tell time. In the beginning, they used
an hourglass. This is a cylindrical glass with a narrow center which allows sand to
flow from its upper to its lower portion. Once all the sand has trickled to the lower
portion, one knows that an hour has passed. Using the same idea, water clocks were
constructed to measure time by having water flow through a narrow passage from
one container to another. On the other hand, sundials allowed people to estimate an
hour by looking at the position of the shadow cast by the sun on a plate. At night,
people measured time checking the alignment of the stars in the sky. None of these
were accurate, though. The clock was the first accurate instrument for telling time.
(134 words)

1. Which of the following ways of telling time made use of sand? (Literal)
a. water clocks c. sundials
b. hourglass d. clock
2. None of the clocks used long ago were accurate. Accurate in the sentence
means ___.
(Inferential)
a. free from error c. very useful
b. comparable d. efficient
3. When men of long ago told time at night, they looked at the ____ to tell time.
(Literal)
a. cloud formation c. stars
b. moon d. sun
 4. The sundials may not be useful in telling time _____. (Inferential)
a. at noontime c. during rainy day
b. in the morning d. when the sun shines brightly
5. How are the hourglass and the water clock similar? (Inferential)
a. Both tell time by the hour.
b. Both use water to tell time.
c. Both are used only in the daytime.
d. Both have a narrow center through which something flows.
6. The best title of the selection is __________________. (Critical)
a. The Uses of Clocks
b. B. Why People Need to Tell Time
c. Ways of Telling Time: Then and Now
d. Comparing the Different Types of Clocks

7. Which of these sentences is a topic sentence? (Critical)

a. The invention of the clock 600 years ago was the first accurate
measurement of time.
b. Hourglass contained sand that fell through one container to another.
c. Long ago people used simple tools such as the hour glass.
d. Humans have used different objects to tell time.

B. Counting the Hours

When men decided to divide the day into twenty-four hours, they used
numbers one through twelve two times. As a result, there was one o’clock during the
day and another one o’clock after midnight. This created confusion. If one was told
to submit a project at six o’clock, did this mean six o’clock in the morning or at
night?

The Romans provided a solution to this problem. They thought that noon
time, the time when the sun is at its apex, is an important time. They called noon
Meridies and measured time by this. They called the morning ante meridiem, which
means “before noon” while “after noon” was called post meridiem. Ante meridiem
was shortened to A.M. while post meridiem was shortened to P. M. (124 words)

8. When the day was divided into twenty-four hours, what numbers were used
to express time?
(Literal)
a. one to six c. one to thirty-six
b. one to twelve d. one to twenty-four
9. Having one number to express time twice caused confusion. In this selection
confusion may mean _________. (Inferential)
a. differences b. discussions c. problems d. mistakes
10. The Romans thought of a solution. This means that they provided _____.
(Inferential)
a. an answer to the problem c. a new set of numbers
b. a better interpretation d. another clock
11. Meridies means _________. (Literal)
a. apex b. noon c. before d.
daylight
12. The early Romans used the position of the sun to tell the time. When the sun
was at its apex, it was noon. What does apex mean? (Inferential)
a. highest point c. farthest point
b. lowest point d. nearest point
13. Another good title for this selection is ________. (Critical)
a. Why There Are Twenty-Four Hours in a Day
b. Why Noontimes is Important to Romans
c. How the Romans Told Time
d. The Meaning of A. M. and P. M

Nosebleeds

Having a nosebleed is a common occurrence. Children experience

epistaxis when blood flows from either or both nostrils, often for a short period
of time. It may be caused by one’s behavior like frequent nose picking or
blowing too hard when one has a cold. It may also be caused by certain
physical factors such as an allergy or abnormal growths in the nasal cavity.
Or it may be due to environmental conditions such as exposure to toxic fumes
or dryness of the air. While it is often thought that holding one’s head back
can treat a nosebleed, this can actually cause one to choke or vomit. The best
thing to do is to lean forward, pinch the top of the nose and apply a cold
compress. And if that doesn’t work, it’s best to get professional help. (138
words)

14. When children experience epistaxis, we can observe that there is ____. (Literal)
a. a steady flow of nasal discharge c. build up of mucus in our nasal
cavity
b. blood flow from the nasal passage d. blood stoppage in the nostrils
15. When an experience is described as a common occurrence, it is ____.
(Inferential)
a. an incident that is disappointing c. an event that is no longer
surprising
b. an episode that is quite alarming d. an occasion that is overwhelming
16. Which of these options help treat a nosebleed? (Literal)
 a. applying a cold compress on the nose c. holding the head back to keep the
blood from flowing
b. pinching the nostrils shut d. applying a warm compress on the
nose
17. Which of these causes of a nosebleed are within our control? (Inferential)
a. allergies c. dryness in the air
b. picking one’s nose d. abnormal growth in the nasal
cavity
18. Which of these factors that cause nosebleeds are directly within our control?
(Inferential)
a. physical factors c. behavioral factors
b. environmental factors d. social factors
19. This selection is mainly providing _____. (Critical)
a. a description of a nosebleed
b. the causes and effects of a nosebleed
c. an explanation of what to do when one has a nosebleed
d. a listing of the myths regarding treatment of a nosebleed
20. Another good title for this selection is __________. (Critical)
a. Nosebleeds: A Cause for Concern
b. Nosebleeds: An Unavoidable Experience
c. Nosebleeds: A Common Childhood Experience
d. Nosebleeds: Common Myths and Misconceptions
Source: The Philippine Informal Reading Inventory Manual 2018, pp. 70-73

14. When children experience epistaxis, we can observe that there is ____. (Literal)
a. a steady flow of nasal discharge c. build up of mucus in our nasal
cavity
b. blood flow from the nasal passage d. blood stoppage in the nostrils
15. When an experience is described as a common occurrence, it is ____.
(Inferential)
a. an incident that is disappointing c. an event that is no longer
surprising
b. an episode that is quite alarming d. an occasion that is overwhelming
16. Which of these options help treat a nosebleed? (Literal)
a. applying a cold compress on the nose c. holding the head back to keep the blood
from flowing
b. pinching the nostrils shut d. applying a warm compress on the
nose
17. Which of these causes of a nosebleed are within our control? (Inferential)
a. allergies c. dryness in the air
b. picking one’s nose d. abnormal growth in the nasal
cavity
18. Which of these factors that cause nosebleeds are directly within our control?
(Inferential)
a. physical factors c. behavioral factors
b. environmental factors d. social factors
19. This selection is mainly providing _____. (Critical)
a. a description of a nosebleed
b. the causes and effects of a nosebleed
c. an explanation of what to do when one has a nosebleed
d. a listing of the myths regarding treatment of a nosebleed
20. Another good title for this selection is __________. (Critical)
a. Nosebleeds: A Cause for Concern
b. Nosebleeds: An Unavoidable Experience
c. Nosebleeds: A Common Childhood Experience
d. Nosebleeds: Common Myths and Misconceptions
Source: The Philippine Informal Reading Inventory Manual 2018, pp. 70-73
B. Declaration of Anti-Plagiarism and Absence of Conflict of Interest
BERF Declaration of Anti-Plagiarism

I/We, Maeden A. Ligsa, understand that plagiarism is the act of taking

and using another’s ideas and works and passing them off as one’s own. This

includes explicitly copying the whole work of another person or that of the

undersigned proponents and/or using some parts of their work without

proper acknowledgment and referencing.

I/We hereby attest to the originality of this research proposal and has

cited properly all the references used. I/We further commit that all

deliverables and the final research study emanating from this proposal shall

be of original content. I/We shall use appropriate citations in referencing

other works from various sources. I/We also hereby attest that this research

has not yet been finished and is not part of the proponent/s’

thesis/dissertation.

I/We understand that violation from this declaration and commitment

shall be subject to consequences and shall be dealt with accordingly by the

Department of Education.

MAEDEN A. LIGSA
11/03/2023
Date
 C. Oath Of Authenticity And Veracity Of Documents

This Certification must be submitted and duly signed by the

sole/lead author as part of the documentary requirements during the
research proposal submission. Failure to submit this certification will
disqualify the proponents to be pre-assessed by the Policy, Planning and
Research Division Secretariat for Research.

I, MAEDEN A. LIGSA, Filipino, of legal age, with permanent

address at Buck Estate, Alfonso, Cavite, after being sworn in accordance
with law, hereby depose and state that:

I am a researcher from SDO CAVITE.

I submitted the following documents in the Google Drive in PDF format

and duly signed by the authorities:

1. BASIC
1 RESEARCH PROPOSAL
.
2. RESEARCH
2 APPLICATION FORM
.
3. DECLARATION
3 OF ANTI-PLIAGIRISM &
ABSENCE
. OF CONFLICT OF INTEREST
4. COST4ESSTIMATES APPROVAL FORM
.
5. OATH5 OF AUTHENTICITY AND VERACITY
OF
. DOCUMENTS

I attest that I am the lead author of the submitted research and that,
as a lead author, I did not plagiarize any content of my research.

I am aware that I will be reprimanded once found to be guilty of

plagiarizing any content of my research.
I am executing this Certification to attest to the authenticity and
veracity of all documents submitted.
By executing this Certification of Authenticity and Veracity of
Documents, I hereby authorize the Department of Education Region IV-A
CALABARZON Regional Office through the Regional Research Committee
members to verify the authenticity of the abovementioned documents.

MAEDEN A. LIGSA
Signature over printed name

03/11/2023

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