The Impact of Reading Comprehension on the Academic

Performance of Grade 1 Pupils of Daraga North Central School

In Partial Fulfillment of the Requirements

for the subject Research in Teaching

By:
Camille Anne Mariñas
Lianiza Mapula
Riza H. Borbano
Nikka Aira M. Reyes
Leah Tupaz
Cyril Crystal Macandog

BEED III – BLOCK 25

 Chapter 1

Introduction

Background of the Study

The impact of reading comprehension on the academic performance of Grade 1

pupils at Daraga North Elementary School is a significant area of investigation. As

young learners transition into formal education, mastering reading comprehension

becomes crucial for overall academic success, particularly in the early stages of

education. The ability to understand and interpret written text not only facilitates

knowledge acquisition but also influences a student’s overall academic performance. In

the context of Grade 1 pupils at Daraga North Central School, establishing a strong

foundation in reading comprehension is crucial for their future learning endeavors

Literacy development in the early years is intricately linked to cognitive and

language skills. As these young learners embark on their educational journey, their

ability to comprehend written material significantly impacts their grasp of other subjects.

Despite the recognized importance of reading comprehension, there exists a need to

delve deeper into its specific influence on the academic performance of Grade 1 pupils

at Daraga North Central School.

This study aims to bridge existing gaps in research by exploring the nuances of

reading comprehension and its correlation with academic outcomes in this particular

educational setting. By identifying potential challenges and strengths related to reading

comprehension, educators and stakeholders can implement targeted interventions to

enhance the overall learning experience for Grade 1 pupils. Through a comprehensive

analysis of the factors influencing reading comprehension, this study aspires to

contribute valuable insights to the ongoing discourse on early education and academic

achievement.

Statement of the Problem

This study aims to investigate the Impact of Reading Comprehension on the

Academic Performance of Grade 1 Pupils. Specifically, it would seek the following

questions;

1. What are the benefits/advantages of developing reading comprehension?

2. What are the effects of reading comprehension on the academic performance of

students?

3. What are the factors that influence the reading comprehension of grade 1 pupils?

Objectives (Purpose) of the Study

One of the learning skills that a child should develop is his reading

comprehension skills. Reading comprehension is essential to life in any civilized society.

This skill is necessary to survive and thrive in today’s world. In this study the researcher

aims to determine and enhance the reading performance of grade one pupils of Daraga

North Central School. Specifically focused on the pupils’ reading competence in reading

alone. Furthermore, the researchers aim to suggest activities or interventions which

could enhance the pupils’ reading competence.

Research questions and/ or hypothesis

The current study aimed to assess the impact of reading comprehension among

respondents in terms of academic performance. Additionally, the study aimed to identify

the reading strategies used by teachers for them to develop reading comprehension

towards the students effectively at Daraga North Central School. The particular queries

that follow directed the current investigation:

Research Questions:

1. What are the factors influencing the reading comprehension skills of Grade 1

pupils at Daraga North Central School?

2. What is the impact of reading comprehension skill on the academic performance

of Grade 1 pupils at Daraga North Central School?

3. What strategies and approaches can educators employ to support the acquisition

of reading comprehension skills by Grade 1 pupils at Daraga North Central

School?
Hypothesis:

1. A weak reading comprehension skill may negatively impact the academic

performance of Grade 1 pupils at Daraga North Central School.

2. Providing adequate support and resources for reading comprehension may lead

to improved academic outcomes for Grade 1 pupils at Daraga North Central

School.

3. Implementing targeted interventions, such as small group instruction, guided

reading practice, and oral language development activities, may improve reading

comprehension skill among Grade 1 pupils at Daraga North Central School.

Significance of the Study

This research study will be beneficial to the following:

Students: This study will help the students determine their reading comprehension

skills, which could lead to better academic performance.

Teachers: This study will serve as a guide for teachers to provide effective ways or

strategies to help students improve their reading comprehension.

Parents: Understanding the importance of reading comprehension could help parents

support their children’s learning at home.

Scope and Delimitation

This study is focused on determining the Impact of Reading Comprehension on the

Academic Performance of Grade 1 Pupils at Daraga North Central School. This study

will only select a respondents which consists of at least twenty (20) students. The study

is limited in terms of respondents wherein the researchers choose the Grade 1 students

of Daraga North Central School. The main reason for conducting this study was that it

would help the Grade 1 pupil to enhance their knowledge and critical thinking skills in

terms of reading comprehension.

Chapter 2

Review of Related Literature

1. Reading Comprehension

Reading comprehension is influenced significantly by a student’s level of word

knowledge as well as the ability to decode words in print. It means that the ability takes

a part in reading comprehension skill. Reading Comprehension is understanding a text

that is read. The comprehension refers to the ability. Reading comprehension is ability
to read and understand the meaning and all of information about the text which is read

(Kelner & Flynn:2006).

According to Odwan, Talal A.A (2012) Reading comprehension is a complex

process. The gist of reading comprehension is the capability to store and regain

explanation from written texts (Educational Research:2000). Kelner & Flynn (2006) said

that reading cannot be separated from comprehension. When the learners are reading,

it means that they are comprehending. When the learners are comprehending, they are

constructing the meaning of the text which is read.

Sweet A.P. (2000) states that reading comprehension is a reader’s

Comprehension by constructing the meaning from the text that is read. As Kelner &

Flynn (2006) said that the reader should have knowledge and ability about

understanding the reading passage in reading comprehension. The main ideas, details,

and an inference are the common question that can be drawn.

Reading comprehension, according to Odwan, Talal A.A. (2012), is an intricate

procedure. The ability to retain information is the essence of reading comprehension

and obtain clarification through textual materials (Educational Research, 2000).

According to Kelner & Flynn (2006), reading is inextricably linked to understanding.

When students are reading, it indicates that every people has a different comprehension

depend on their prior knowledge about the text but it still almost in a similar context.

Appropriate Strategy is the most important factor in terms of reading comprehension.

The strategies to improve reading performance are: Create a consistent reading

program; Set clear goals and standards; Coordinate curriculum; Build strong team

faculty; Hold teachers accountable; Monitor both students and teachers; Foster
individual teacher support; Encourage professional development; Ensure philosophical

consistency; Invest in performance; Instill a love of learning through reading; Work

together; Increase time on task(Cromwell:2006). Based on the finding of the previous

research, the researcher can conclude that reading comprehension is a process

understanding the meaning of the text by interpreting the text that is read and it is not

simple thing to do.

2. Drama Performance Strategy

Reading is an interactive and constructive process involving the reader, the text,

and the context of the reading experience. The previous research found that Drama

Performance Strategy is more effective than traditional strategy in reading narrative text.

All of dramatic experiences may change the participants’ attitudes to be better in their

real-life (Kelner & Flynn :2006).

The word drama comes from the Greek word for “acting,” “playing” or

“performing.”(Manacorda :2016). Drama performance strategy is activity to dramatize

the story. Gungor (2008) stated that drama is a process that will lead to better

comprehension and retention. It means that this strategy can help the reader and the

learner to comprehend the text when they are reading. Drama is kinesthetic learning.

When the students move during literacy instruction they may use most of their brain and

learn better (Wittrock, Kate. In Increasing Elementary English Language Learners’

Reading Comprehension Through the Use of Role Play).

3. Procedure of Drama Performance Strategy

 Kelner & Flynn (2006) propose a six-step plan for a high-quality arts integrated

drama and reading comprehension lesson. A high-quality arts-integrated drama and

reading comprehension

Lesson includes:

• clearly stated and explained objectives in both drama and reading comprehension.

• an acting tool- and /or skill-building activity or warm-up.

• a drama strategy that encompasses both sets of stated objectives (drama and

reading).

• reflection on the effectiveness of the lesson based on the objectives.

• revision of the drama to allow students to implement gained understanding.

• assessment from both the drama and reading comprehension perspectives. (p.17)

Following these steps through group activities, children learn not only how to think more

clearly by speaking with others and listening to them but also how to find more efficient

ways to comprehend the text.

4. The use of drama strategy in classroom

Drama is a powerful pedagogical tool, but the status of it on the curriculum at

primary and post-primary level in Ireland has been in dispute for some years. At primary

level, drama was formally acknowledged in the new arts curriculum that was

implemented in 2004. Dympna Byrne, a primary Teacher at Burriscarra National School,

uses drama in every subject she teaches, and on a daily basis. She said that drama is a
brilliant tool to encourage children to collaborate and to be active in their learning

(Keating : 2015, in Drama in the Classroom is a primary Concern).

5. The advantages of using drama performance Based on Owen, Sarah (2016), Drama

has 10 benefits that are drama builds confidence; helps concentration; helps develop

language & communication skills; encourages children to co-operate; supports

numeracy skills; helps children to understand the world around them; develops

emotional intelligence; assists physical development; develops creativity; and nurtures

friendship. Cormac (2014) stated that drama has 11 important benefits that are self

confidence; imagination; empathy; cooperation; concentration; communication skill; fun;

emotional outlet; physical fitness and memory.

Related Study

Even so, cognitive scientists discovered that reading is very challenging and

unpredictable. According to TEA, proficient readers consider word meanings individually

but may also deduce meanings of unknown phrases by examining them in context. Kids

often interact with the material and ask questions as a means to reflect on what they’ve

read. They also “connect the meaning of one sentence to the meaning of another.” On

the other hand, goal-setting is among the most crucial elements because it helps the

reader focus on the crucial facts and retain the knowledge they need.

Everyone has experienced reading something over and over again without fully

grasping its significance. However, reading comprehension is a crucial ability that is not

always easy to master for readers of all ages. The assumption that reading is the
application of a collection of discrete skills, like word recognition, primary idea discovery,

cause-and-effect link identification, comparison and contrast, and sequencing, served

as the foundation for reading teaching for a long time. Mastery of these skills was

considered to be the definition of comprehension, according to the Texas Education

Agency (TEA) for Reading Rockets.

Teaching reading comprehension is undoubtedly difficult, and it can be especially

difficult for educators working with kids who have learning difficulties (such dyslexia or

some types of autism), students for whom English is not their first language, and very

young students just beginning to read. Programs like the online Master of Education in

Literacy at Eastern Washington University help graduates better understand the

requirements of their future pupils by providing them with strategies and approaches to

increase student literacy.

Chapter 3

Methods & Procedure

Research Design
Participants

Instruments

Procedure