READING COMPREHENSION SKILLS FOR JUNIOR HIGHSCHOOL

STUDENTS: BASIS FOR READING INTERVENTION

An Undergraduate Thesis presented to The Faculty of College of Teacher

Education Ramon Magsaysay Memorial Colleges – Marbel Inc. Koronadal
City

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education

Rjade Y. Abalayan
Researcher
 CHAPTER I
INTRODUCTION

Rationale

One of the most crucial reasons of education is to develop students with

great reading abilities who can understand and challenge of what they read.

Reading is very important in the learning process and one of the most significant

talents that a student must master. Moreover, it is necessary for all other fields of

study since it acts as a gateway for every learner to understand the many

disciplines in different subject areas.

Reading is about understanding a written text (Kuperman & Van Dyke,

2013) and consists of two related processes, word recognition, and

comprehension. Word recognition refers to the process of perceiving how a

written symbol correspondent to one spoken language (Marzuki, 2019) and a

complex activity that involves both perception and thought (Syafi, 2018).

According to Anderson (2008), to make students become active and get

involved in reading activities, it is needed to teach them the various reading

strategies because reading with various strategies would create students to be

critical and creative readers. Furthermore, Luz (2007) mentioned that many

Filipino learners lack the necessary reading habits for learning. As she put it, "the

problem of non-reading is at the heart of why the Philippines is so uncompetitive

in the global economy and why so many of its citizens are illiterate." to live in

poverty or barely escape it."

 In terms of understanding reading comprehension, many students had

difficulty in understanding various textbooks. Like students’ lack of vocabulary

mastery and ability to recognize the grammar. According to Bender (2012), some

learners completed their high school years with poor reading skills and unable to

read at the grade level they are expected, leading in anxiety and unhappiness

throughout their schooling.

This study determines the reading comprehension skills of Junior High

school students’ basis for reading intervention plan in Libertad National High

School. The researcher hope that the result of the study will serve as feedback to

the school and to the teacher to have improvement in their teaching-learning

process.

Research Objectives
This study aimed to determine the reading comprehension skills of Junior

High school students’ basis for reading intervention plan in Libertad National

High School.

More specifically, this study will answer the following questions:

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

terms of:

a. Lexical comprehension

b. Literal comprehension

c. Interpretative comprehension

d. Applied comprehension
 e. Affective comprehension

2. How may the following factors affect the reading comprehension of the

learners in terms of:

a. Student Factors;

b. Language Factors;

c. Teachers Factors;

d. School Factors;

e. Home Factors;

f. Social Factor?

3. Are there significant relationship between the level and the factors of

reading comprehension of the learners?

4. Based on the research, what intervention program may be formulated to

further compose the reading comprehension of the learners?

Review of Related Literature

This Chapter presents the related studies as well the concept framework

that support the needed information and insight’s posited different authors and

findings of researchers related to the present study.

Level of Reading Comprehension Skills

a. Lexical comprehension

b. Literal comprehension

c. Interpretative comprehension

d. Applied comprehension
 e. Affective comprehension

Factors affect the Reading Comprehension

a. Student Factors

b. Language Factors

c. Teachers Factors

d. School Factors

e. Home Factors

f. Social Factor

Foreign Literature
Reading comprehension relates to the academic achievement of foreign

language learners and other language factors for foreign/second language

learners (Grabe, 2010). Reading comprehension has stimulated many effective

researches. Many studies have done on reading comprehension that indicated

context and prior knowledge played a significant role in comprehending a written

text. Cognitive skills, such as background knowledge and cognitive strategy use

are not increasingly related to intrinsic reading motivation because readers'

performance and their progress in reading comprehension are various, and

intrinsic reading motivation has an influential effect on reading comprehension

performance (Logan, Medford, & Hughes, 2011).

Reading comprehension and reading competency are equally dependent

on two factors: language comprehension (the capacity to generate meaning from

literature) and decoding (the ability to recognize, communicate, and process

words in text). Reading comprehension requires both linguistic understanding

and decoding. Snow, Burns, and Miller (2011); Hoover and Gough (2011) (Griffi,

1998). Students who acquire spoken language and can recognize printed words

freely and simply do not bother with reading. I agree. Students must, however, be

competent in both fields. Poor reading will come from difficulties with either

language comprehension or decoding.

Reading comprehension, according to Krashen and Terrel (as described

in Nurul, 2014), plays a significant part in competency across all four abilities.

Reading has been shown to impact other skills. We are inadequate in When we

have the background information to support our idea. Reading is an active

process of obtaining information and comprehending the meaning of words in a

text. Reading without significance and comprehension, most people will agree, is

not reading.

According to Tomlinson (2012), materials for language acquisition are

those that are utilized to support language learning. Teachers employ a variety of

materials in their lessons, including written paper, course books, online sites,

videos, and readings. Materials also diverge in how they instruct students more

about target language (informative), provide experience with the language

(experiential), assist them in making breakthroughs about the language

(exploratory), guide them in practicing the language (instructional), or encourage

students to use the language (eliciting). The author emphasizes that the perfect

content should have most of the preceding characteristics.

 Reading should be viewed by learners and authors as a tactic to entice

readers as they obtain relevant information from texts and increase their

language skills while participating in critical reflection to promote understanding

(DeBruin-Parecki et al., 2015). According to Glenberg (2017), perception

provides for the capacity to respond appropriately to textual information.

Similarly, reading interventions in the classroom allow students to participate in

critical reflection, comprehend material, and use reasoning to develop sufficient

solutions in comprehension.

Swan (2015) determined and provided evidence for the usefulness of

reading methods in boosting comprehension. Active learners do badly in reading

comprehension, following by keyword-based pre- and rereading exercises, but

visual, sensitive, and students in this course perform well. This reading technique

was used. Swan (2015) proposed in this case that keyword approach be used

with reading strategy to improve students' understanding.

Ismail et al. (2015) shown that clever and appropriate reading tactics

based on inferences, restructuring, and literal understanding are extremely

helpful in boosting student comprehension. Furthermore, these tactics have been

shown to boost learners' motivation and engagement in reading activities. As a

result, pre-reading exercises combined with clever and appropriate tactics might

assist low-achiever learners in efficiently practicing and learning comprehension.

Furthermore, Mousavian and Siahpoosh (2018) demonstrated the usefulness of

recently vocabulary pre-questioning tactics to improve reading comprehension

and shown that good reading strategies are an excellent way to promote
students' academics. During metacognitive exercises, students who were given

effective reading methods outperformed students who were not given some pre-

reading tactics.

According to Gorsuch et al. (2015), reading provides instructors with

information on the level of language learning and competency in English

students. The main problem, however, is enticing students to be engaged in

reading activities, as an inability to understand fluency inhibits their enthusiasm in

doing proactive reading actions. Gorsuch et al. (2015) present considerable

evidence that repeated reading allows students to read the prescribed material

quietly and loudly, which enhances task decoding and comprehension in

Students.

Jiang (2016) investigated the relationship between oral reading and

degree of understanding in ESL students with varying first language

backgrounds. Because each first language is phonetic transcription distant from

English, the findings imply that persons with various first language origins have

different elements that develop reading comprehension.  the implications of

Language learning curriculum design and reading activities for improving the

level of reading comprehension among English learners. Reading

comprehension is the result of decoding and comprehending, and this process

gets more challenging for language learners (Tobia & Bonifacci, 2015). This

study sheds light on the importance of understanding in second language

learning and offers evidence for the effectiveness of oral reading exercises.
 Comprehension is regarded as the essence of reading since it describes

the process that allows for the successful extraction of meaning from a written

piece. Students must be able to identity, self-manage, and self-monitor in order

to become reading comprehension who can pick information from the text,

establish logic, and include serious reflection on the text while reading, according

to modern literacy standards. In this case, pupils must be supplied with a wide

choice of reading and writing activities, including excellent reading

comprehension skills (Alfallaj, 2011).

Effective reading comprehension practices must be practiced in order to

improve understanding. As a result, language teachers must use appropriate

reading practices to promote comprehension and stimulate critical thinking in

interpreting complicated texts. Reading comprehension is hampered by

characteristics primarily composed of cognitive, linguistic, and socio-cultural

variables, making it difficult for language teachers to establish an efficient reading

approach (Alenizi, 2019; Ismail, Tawalbeh, and Tawalbeh, 2015).

The usefulness of reading methods is well established, but language

educators must also appreciate the importance of reading engagement. Because

engagement involves a mix of methods that integrate mental dispositions known

as 'Habits of Mind,' it is not just a result of reading strategies (HoM). Managing

impulsivity, empathetic listening, reasonable and adaptable thinking, and

persistence are all examples of Habits of Mind. These qualities are thought to be

important in the development of effective problem-solving abilities in kids by

allowing them to ask the proper question, reflect on available information, and

think constructively (Abdelhalim, 2017)

Lengyel (2010) investigated positive reading teaching practices in the

classroom that helped reinforce students' reading habits. The researcher

observed that students' reading practices, as well as the sort of teaching they

got, had a direct affect on their learning motivation and comprehension.

According to the researcher, one crucial instructional method that must be

implemented is the implementation of reading schedules and routines, which give

children with structure for their reading habits. More significantly, the study stated

that teachers must allow students to express their thoughts and provide

information about how they read and learn.

While reading, significant comprehension, ability to comprehend speed,

enjoyment of reading, variety in reading aims, involvement in various events,

providing opinions, being critical and creative (Al Khasawneh, 2015). As a result,

understanding is the fundamental aspect of reading. Reading cannot be regarded

as a mental process if understanding is not there. Reading comprehension is not

an intrinsic talent, nor is it an easily supported skill that ends when the reader can

recognize and recite the text information. Indeed, it is a complicated process that

demands mental abilities and potentials, practice and drill, and the application of

various thinking, explanation, analysis, critique, and contrasting skills (Jad,

2013). The study's importance derives from the extra attention educational

institutions provide to enhancing pupils' reading abilities in order to increase their

reading comprehension. The current study is one of several recent studies

looking at the impact of visual word formation on reading comprehension.

Local Literature

Reading comprehension is a critical ability for learners to have. it is critical

for students to have great comprehension abilities in school because

comprehension is employed in other disciplines such as math, science, and

history. In arithmetic, for example, students are taught word problems. Students

would struggle to discern what needed to be solved if they did not have reading

comprehension abilities. Reading comprehension in Research would assist

learners grasp information about process, and other topics.

Students learn more vividly, meaningfully, and authentically when reading

comprehension teaching is contextualized. Contextualization may be

accomplished by ensuring that reading lessons and activities highlight the

learners' areas of interest and surroundings (Bongancisco, 2016). Several

studies have found a correlation between contextualization and increased

reading comprehension. As a result, proposed for the adoption of explanation not

just for BSIT students but also for other courses, supplied that students ’ learning'

reading attitudes are addressed.

Creating an efficient strategy for educating public school students and

Assessments are essential for determining their level of reading competence.

"One of the evaluation instruments is the Philippine Informal Reading Inventory

(Phil-IRI). Students are classified into four stages based on the Phil-IRI scale:

nonreader, frustrated, instructional, and autonomous. Learners in the irritation

reading level tend to avoid reading by refusing to do so. The learner can only

read when directed at the instructional reading level, but at the independent

reading level, the student can read independently with ease without the help of

the teacher" (MarualGillaco, 2014).

It is possible that much of formal learning occurs through reading; thus,

Rogiers, Van Keer, and Merchie (2020) proposed that making learners proficient

readers is an important academic goal. This claim is premised on the notion that

reading is one of the fundamental skills of information literacy (Mizrachi, 2015). In

reality, reading is regarded as the foundation of education, upon which learning is

built.

With this as a backdrop, assessing attitudes toward different kinds of

reading is an intriguing research endeavor since attitude, as an emotional

element, is connected with learning successes (Chotitham, & Wongwanich,

2014) and the development of various reading abilities (Nootens, et al., 2019).

Furthermore, Chotitham and Wongwanich (2014) said that several research

studies have proved that reading attitude is the most important element

influencing reading. Notably, reading attitudes have been widely researched.

Yurdakal's (2019) investigations on the link between reading attitudes and

perceptions of creative reading are examples of contemporary research works on

the issue.
 Reading comprehension is critical in establishing a solid foundation of

information for every individual. The capacity to grasp written and spoken

languages, as well as express ideas and thoughts, is critical to one's

development and advancement. Connection to knowledge in many fields is made

possible via comprehension and communication, and by mastering the various

study skills, habits, and attitudes, one may build the enthusiasm required for the

frequent persistence of knowledge (Shippenet al., 2010).

Among terms of reading comprehension proficiency, China leads the way

in Asian countries, singapore and Indonesia. According to the 2018 data, the

Philippines ranks last among Asian countries in reading comprehension. the

Organization for Economic Cooperation and Development's Programme for

International Student Assessment (PISA) results advancement (OECD). The

reading comprehension deficit in the Philippines, as revealed by the PISA 2018

results, is not new. According to the Department of Education, 70 percent of kids

have worse reading abilities than their grade level. Furthermore, according to a

Philippine Star (2011) report, Filipinos lack reading abilities and enthusiasm.

Furthermore, according to Cabardo (2015)'s research, low performance of pupils

in the National Achievement Test was an indication of inadequate reading

comprehension abilities of primary and secondary students in the country.

Language instructors' research agendas should include language learning

and understanding (Keegan, 2017). Grit is essential for everyone. It has value in

all educational contexts, including Filipino as a second or foreign language,

because becoming competent in the target language is clearly connected to

establishing long term goals, so important that students should be informed that

achieving linguistic competence is a demanding goal that may take years to

achieve. Being a talented and brilliant language student, on the other hand, is not

only a probable predictor. of achievement (Keegan, 2017).

A number of recent studies have found that learners' capacity to

understand benefits their academic achievement. According to Cimmiyotti

(2013), reading is vital at all levels of the educational system since all subjects in

the course need reading, which leads to improved academic achievement.

Nyarko et al. (2018) demonstrate in their study that there is a favorable

association between reading proficiency and academic success. Palani (2012)

offers research demonstrating that successful learning mirrors students' reading

abilities. Furthermore, consistent reading not only improves students' vocabulary

but also helps them grasp ideas (Duru and Koklu, 2011), which is important for

understanding and overall success in school. However, the school system is

under challenge

Reading is necessary for survival. And knowing what the material is about

is the primary reason why we read (Lastrella, 2010). Reading comprehension is a

difficult balance between recognizing printed symbols and interpreting the

meaning behind the symbols (Dennis, 2011). A rising amount of research

supports the idea that a reader's prior knowledge of what he is reading is one of

the most important elements in deciding whether or not a student will grasp what

he is reading.
 Diversified teaching is a method of tackling a diverse variety of learners

while avoiding the drawbacks of a one-size-fits-all curriculum that incorporates

existing knowledge into human brain processes (Sousa & Tomlinson 2011).

Teachers who choose separation discover that they may use time and resources

more adaptable and creatively, contributing to a sense of collaboration in the

classroom. To sweeten the bargain, separation might be drawn in understanding

for instructors because it contains a different type of vitality than direct

instruction.

Reading is a thinking, assessing, judging, envisioning, reasoning, and

problem-solving process. According to Issa et al. (2012), reading allows the

character to create or repair objects, experience stories, learn what others

believe, and strengthen their own thoughts or convictions. As a result, reading

allows access to all forms of knowledge necessary for our everyday survival and

progress. Furthermore, Sari (2017) determined in a recent research that reading

is highly significant and beneficial to us, not only in English class, but in all

disciplines.

Reading is one of the macro-skills that learners should develop in order to

be successful in their literacy and academic activities. It is the most important

ability to develop in order to achieve academic achievement (Alderson, 2014 in

Schwartz, 2015). Failure in all other academic courses is thought to be due to the

learners' inability to read and comprehend. Teachers provide a variety of tasks to

assist students improve their reading abilities.

Foreign Studies
 Students currently spend a significant amount of time reading, browsing,

and chatting on the Internet, whether for academic or personal reasons. Students

learning foreign languages in online contexts may enhance their exposure to real

resources and develop their linguistic talents whenever and wherever they

desire, with suitable teaching. The internet world offers foreign language learners

an unique opportunity to experiment with transformational learning experiences

outside the four corners of the classroom. Previous research Michinov, Brunot,

Le Bohec, Juhel, & Delaval, 2011; Salmon, 2013) has cautioned that when

learning online, students must be equipped with strategies and skills that will play

a pivotal role in determining their success.

Pleasure reading also incorporates human engagement with written texts

(Grosman, 2011) and engages the senses, such as sound, touch, and

observation, to generate thoughts and feelings in the reader's mind in previously

unsuspected ways. It is a common, yet delightful, experience that continues to

expand, where the bounds and variations of reading experiences may continue

to increase and change (Tarulli, 2014).

Salehi, Asgari, and Amini (2015) have emphasized the necessity of

combining reading and writing "Reading is a combination of abilities and

procedures in which readers engage with printed words for content and

enjoyment.

Reading may be used to teach speaking, grammar, vocabulary, spelling,

and other language sub-skills "They claim that because reading and writing have
comparable characteristics, learning both abilities at the same time and in a

balanced manner is more helpful.

To achieve a sufficient degree of understanding, a reader must apply

particular reading skills that raise awareness of what is, how, and what is to be

read. As a result, gifted readers can recognize the true purpose of reading,

approach it with that purpose in mind, use successful strategies when

encountering similar texts with similar purposes, supervise the level of reading

comprehension in those writings in line with the purpose in mind, and, if required,

adjust the strategy use accordingly (Al-Mansour & Al-Shorman, 2014; Ahmadi,

Ismail, & Abdullah, 2013).

Language, according to Robins and Crystals (2018), is a system of

traditional spoken, physical, or written symbols through which human beings

define itself from as members of a social community and stakeholders in its

culture. Language functions include communication, identity expression, play,

imaginative expression, and emotional release. In other words, we must acquire

both listening and reading skills in order to understand what the speaker is

saying.

Reading is essential for developing other abilities. Bharati and

Kusumawanti (2018) said that among English capabilities, reading abilities have

the most crucial influence in students' learning achievement since reading

activities initiate and develop total learning activities. We must read extensively in

order to choose a subject for our writing project. We must also read before

speaking in order to prepare our remarks. We will have difficulty understanding

what the speaker says if we do not understand the meaning of the issue or the

vocabulary. According to Rose, as referenced by Hamouda (2013), hearing

comprehension requires vocabulary expertise to grasp what the speaker says,

but this may be remedied by reading to boost vocabulary.

Some learners struggle to understand the material because they lack

language skills. Garcia, Ramayan, Sepe, and Silor (2014) investigated learners'

reading difficulties. They discovered that pupils had difficulty understanding

complex terms because they had forgotten the vocabulary words they had

learned. Zuhra (2015) discovered in his research that learners struggled with

reading comprehension since they did not understand the meaning of numerous

terms.

According to previous studies, grammar understanding is one of the

reasons. this has an effect on understanding the material. Zuhra (2015)

discovered that pupils struggle when the material is extensive and detailed, with

several modifying phrases. Students struggle with developing appropriate

sentences in reading comprehension, especially when facing a test, in order to

make them cohesive and relevant to the specific content (Haryanto, n.d.). It is

assumed that if students have a sufficient vocabulary and strong grammatical

understanding, the length of the text will not be an issue and they will be able to

comprehend and answer the exam simply.

Reading comprehension's multidimensional character is shown in

component models that consider understanding subcomponents Direct and

inferential mediation models (DIME; Ahmed et al., 2016; Cromley Snyder-Hogan,

& Luciw-Dubas, 2010; Oslund, Clemens, Simmons, & Simmons, 2018; Oslund,

Clemens, Simmons, Smith, & Simmons, 2016) have been pretty consistent in

their findings. findings. These models demonstrate vocabulary, both directly and

indirectly. It, indirectly, is the best predictor of reading comprehension in younger

teenagers.

Reading comprehension at different phases of growth (Barth, Barnes,

Francis, Vaughn, & York, 2015). When comparing good and poor

comprehenders (matched on decoding and vocabulary), there are differences in

inferential tasks at the word, sentence, and passage levels. Poor comprehenders

struggle with generating particular matter inferences, merging words into context,

correcting contextual references, and answering reasoning questions logically

(Long, Oppy, & Seely, 1994; Perfetti & Stafura, 2014).

Language comprehension entails not just knowing individual words but

also actively engaging with the information to form a mental image (Rashid,

2012). To extract and build meaning, successful comprehension necessitates the

synchronization of abilities at several levels. The amount of difficulty connected

with understanding certain information is determined by the complexity of the

language employed. There are significant distinctions between the language we

use in everyday discussions and the language we use in school (Westby, 2012),

where everyday talks are utilized to accomplish daily activities and convey

personal information. To represent material that describes complicated

relationships, academic language uses a distinct collection of vocabulary, more

sophisticated grammatical structures, and different text organization (Zwiers,

2008).

For many years, teachers and academics have recognized that students'

reading comprehension improves when they are engaged in the reading contents

(Vlach & Burcie, 2010). Given the importance of student engagement in

promoting reading comprehension, many believe that examining this component

should be the first step.

Its capacity to predict reading comprehension is likewise adjustable via

teaching. Teaching inferences enhanced general comprehension, as well as

interpretive and literal comprehension skills, according to a contextual of

inference intervention trials (Elleman, 2017). The majority of treatments

contained less than 10 hours of training, meaning that It is beneficial to teach

inference procedures, and lengthy practice as a context-independent skill may

not be required (Willingham, 2017). Inference instructional strategies that are

effective include educating students to apply their prior knowledge and integrate

it with the information in the text, self-generated elaborations, and visual

organizers that connect the dots. text hints, and thoughts to one another (e.g.,

Elbro & BuchIversen, 2013; Kendeou et al., 2016)

One component to good comprehension training is precisely recognizing

the genres or text structures that students can read efficiently as well as those

that they struggle to understand (Reutzel & Cooter, 2011). We identified informal

text structure assessments for both narrative and expository text categories to

assist teachers in planning effective instruction.

 Some scholars are worried about the possible detrimental consequences

of raising text complexity at earlier ages or with less proficient readers (Hiebert &

Mesmer, 2013). Most jurisdictions permit various text difficulty measuring

schemes to guarantee that pupils are exposed to more complex texts over time.

We know very little about the effect of increasing text complexity on

understanding, nor about the effect of utilizing alternative measuring

methodologies. Although some approaches aid in identifying increases in text

complexity aspects such as sentence length and word frequency, they offer little

assistance in assisting instructors in identifying groupings of texts that are

topically relevant and coherent.

According to (Schiff & Calif, 2004) define assessing as a post-reading

method that shows students' requirements to synthesize the essential concepts

for understanding of specific content and to locate extra evidences for outside

needs. Furthermore, Benchmark education (2011) said that evaluating is a

metacognitive process that judges the meaning of the text for acceptable use by

meeting the demands of readers. This method assists readers in drawing

appropriate conclusions from the text and correctly guessing the meaning by

planning for additional reading strategies. Channa, Yossatorn, and Yossiri (2012)

looked into students' attitudes toward classroom activities

Local Studies

 Teachers frequently have insufficient information about how to teach

reading methods and prefer to draw from their own school experiences when

analyzing texts. Teachers frequently utilize strategies such as summarizing or

asking questions to test reading comprehension, but they are rarely taught how

to enhance it (Hollenbeck & Kalchman, 2013). Indeed, reading education in a

conventional classroom context frequently fails to reFect scientifically supported

approaches.

 discovered that teachers frequently have insufficient information about

how to teach reading methods and prefer to draw from their own school

experiences when analyzing texts. Teachers frequently utilize strategies such as

summarizing or asking questions to test reading comprehension, but they are

rarely taught how to enhance it (Hollenbeck & Kalchman, 2013). Indeed, reading

education in a conventional classroom context frequently fails to goal in order

scientifically supported approaches.

Odwan, Talal A.A (2012) claims that reading comprehension is a skill. a

difficult procedure The capacity to retain and retrieve explanations from written

texts is the essence of reading comprehension; reading cannot be divorced from

understanding. When students read, it indicates that they are comprehending.

When students understand, they are forming the meaning of the material that is

read.

According to Alieto (2018), the effectiveness of education is mainly

contingent on the language selected as the medium of teaching, particularly in

the context of early education. As a result, Perez and Alieto (2018) argue that the

language selected as the language of teaching might contribute to either

educational success or failure.

 Indeed, Alavi and Toozandehjani (2017) found that understanding

students' learning styles can improve their learning while also helping them build

their self-actualization. Teevan, Michael, and Schlesselman (2011) further

underline that understanding learning styles might assist teachers utilize

appropriate teaching tactics and methodologies to improve students' academic

achievement. This will also give positive feedback to both teachers and students

on their strengths and weaknesses in the teaching and learning situation.

According to Haynes and Zacarian (2010), writing is a developmental

stage in which substantive written communication occurs. Students with great

writing abilities can clearly explain their messages and deliver them to the

readers.

According to Tompkins (2010), RAFT is an approach that may assist

students comprehend their position as writers and how to successfully express

their thoughts so that readers can readily grasp what the writer wrote. The

abbreviation RAFTs strategy refers to the writer's job. (R), the target audience

(A), the written product format (F), and the written Topic + strong verbs (Ts).

These crucial aspects should be seen in any effective writing project (Buehl,

2014).

Reading, according to Badilla (2015), is a highly significant topic in the

learning system since it is a signal that what is read is understood by the

students. As a result, students' reading skill is an obvious reflection of learning. In

other words, failure to read and comprehend implies a failure to learn.

 According to Tizon (2011), as referenced by Isidoro (2018), reading is the

mother of all study skills, making it one of the most valuable abilities a person

can learn. Reading is a multifaceted skill that cannot be taught in isolation.

Furthermore, reading is more than just the capacity to detect written or printed

words; it also relates to giving meaning to what you read and drawing a coherent

notion from what you read.

Hughes and Schwab (2010) feel that writing is one of the most difficult

skills to acquire since it includes not just technical skills like grammar and

orthography, but also strategic skills like design, organization, and registration.

Many kids also had legitimate writing difficulties. In writing, we should

concentrate on the end result or the writing process itself.

One of Senior High School's priorities is identifying children with low levels

of reading comprehension and addressing their needs through the development

of a suggested K-12 context appropriate educational tool. Reading

comprehension is an essential need for pupils who want to attend universities or

colleges or work in the industry. As a result, it is critical for instructors to provide

students with as many chances as possible by providing them with a diverse

choice of effective and helpful reading materials, as well as to strengthen

students' reading skills. habit and improve their reading abilities Suárez's (2015)

Reading is one of the macro-skills that learners should develop in order to

be successful in their literacy and academic activities. It is the most important

ability to develop in order to achieve academic achievement (Alderson, 2014 in

Schwartz, 2015). Failure in all other academic courses is thought to be due to the
learners' inability to read and comprehend. Teachers provide a variety of tasks to

assist students improve their reading abilities.

Avila & Baetiong (2012) investigated the impact of direct instruction of

metacognitive methods on Filipino students' comprehension and vocabulary

abilities, which are seen as crucial components for reading success in the ESL

environment.

Anonat (2011) Furthermore, reading is a crucial aspect that influences

student achievement. The capacity to read and think is required for the majority

of cognitive activities in the classroom. Students must read. before they respond

to certain articles or reading texts Learners must read anything before writing a

paragraph in order to make it more thorough, detailed, and in-depth. This

capacity to Reading is a fundamental prerequisite for students to achieve

comprehension. As a result, teachers make every effort to remediate these

students. However, based on observations, reading continues to be a challenge. 

notwithstanding a number of studies undertaken by teacher-researchers,

authors, and scholars Some people can read but cannot comprehend; others can

read but cannot comprehend.

In the Philippines, Walter and Dekker (2011) discovered that minority

language learners who studied literacy in their own language outperformed

students who learnt in a second or third language. They suggested that if a

framework in the first vocabulary is established early, second and third words can

be acquired more easily.1 Furthermore, these studies highlighted the importance

of late-exit programs.
 According to Moghaddas (2013), contextualization is a fundamental

learning process that happens through integrating concepts and principles inside

and beyond disciplines. This means that when teaching, the teacher must place

the goal skill in a realistic setting to make the learning process meaningful to the

students. Context should not be overlooked and should be considered when a

teacher plans, prepares, and develops instructional learning activities. Improving

pupils' reading comprehension proficiency is a critical issue that many instructors

and students struggle with.

The English language is becoming increasingly significant as a tool for

knowledge and communication (Mahboob, 2014; Marlina & Giri, 2014; Rillo &

Alieto, 2018). Writing ability is vital in education since course materials in

academic fields are frequently tested in one key area, which is in the form of an

essay examination. Ideas or messages are not the sole elements of a written

text; it also includes the degree of linguistic proficiency, concept growth, and

abstraction - as linguists acknowledge, writing is one of the most complicated

types of academic talents (Pablo & Lasaten, 2018). As a result, students are

expected to be able to communicate their thoughts and understanding through

writing.

According to the Communicative Language Teaching Approach, one of

the most prevalent markers of communication skill growth is the existence of

mistake when learners begin to overly analyze or generalize specific rules in the

target language. Furthermore, the instructor shifts from being a source of

knowledge to a facilitator who allows pupils to make errors in the belief that it is

part of the learning process (Itmeizeh, 2016).

Synthesis

The main purpose of this chapter is to review the literature and studies on

factors of Reading Comprehension Skills. The researcher was able to

comprehend current research and studies relevant to the study's issue. The

studies and literature cited above established a thorough awareness and

knowledge of factors In Reading Comprehension, the case of the study focuses

on how the student understand on what they are reading and also the Reading

involves a lot of engagement, from letter and word identification to interpreting

meaning at the phrase, sentence, and paragraph levels.

In terms of how the authors of the research regard the different ways and

cause of Reading Comprehension of students, there are some similarities and

differences between international and local literature and studies. In order

students should acknowledge the works of others by citing their names or stating

references.

The Philippines is one of the most active in social media The Philippines

may be one of the most active nations when it comes to social media Such as

Facebook, but the influential posting of unverified materials and the sharing of

fake news, but in literacy or reading comprehension, especially among youth,

they are low in reading comprehension, mostly because they focus on social

media first, then their school environment, and finally their family education.

Theoretical Framework

Reading is one of the most crucial language skills to acquire both in and

out of the classroom. It is also one of the most prevalent methods of gathering

information. According to Harmer, when reading, the reader engages a number

of specialized abilities, and their effectiveness in grasping the content of what

they see is heavily reliant on these unique talents. Reading skills include:

preductive skill, extracting specific picture, getting specific picture, extracting

detailed information and discourse pattern, deducting meaning from context.

Furthermore, Yekovich in Westwood states that skilled reading is a highly

complex capability involving many component processes.

There has been much research on problems of English reading

comprehension as a second language around the world (H.V.Chung, 2011;

Nongnat.Ch, 2008; Pangsapa. N, 2012; Gilakjani & Ahmadi, 2011; Azeroual,

2014; Al Seyabi & Tuzlukova, 2015; They focused on finding out the problems

that caused readers not to understand the texts well. As a result, many factors

such as decoding, vocabulary, sentence structures, syntax (Nergis, 2013;

Sanford, 2015; Vaseghi, Barjesteh, & Gholami, 2012; Gilakjani & Sabouri, 2016).

The findings revealed that various elements influence reading comprehension,

including reading techniques (cognitive and metacognitive), textual intricacy,

environmental circumstances, worries, interests, and encouragements.

Conceptual Framework

The leading concept of the reading comprehension skills of the junior high

school of Libertad National High School: basis for reading intervention plan

Independent Variables Dependent Variable Output

Level of Reading
Comprehension
a. Lexical
comprehension
b. Literal
comprehension
c. Interpretative
comprehension Learners’ Reading
d. Applied Reading Intervention
comprehension Comprehension Plan
e. Affective
comprehension

Factors affecting
Reading Comprehension
a. Student Factors;
b. Language Factors;
c. Teachers Factors;
d. School Factors;
 Figure 1. Conceptual Framework of the Study

Significance of the study

The Study will be conducted to know what reading comprehension skill

strategies that can develop existing knowledge in Senior High School. Moreover,

the result of the study will be beneficial to the following;

School Administrators. This study is essential to school administrators

and teachers because it provides a great foundation for them to construct or

design listening exercises, lessons, and engaging practices to promote students'

listening skills, particularly comprehension.

Teachers. It would be valuable to teachers since that would provide them

with ideas on how to analyze and implement other potential strategies to push

students to employ listening comprehension. and to guide them in building on

existing knowledge
 Students. they will be able to understand the principle and importance of

reading comprehension skill. This will help them realize whether the knowledge

and skills developed in the program would be useful to them in their future

careers.

Researcher.  It will shed light on the issues raised about students'

difficulties and techniques in reading comprehension through the foundation for

an intervention program that will serve as their guide in gaining other skills.

Future Researcher. This research will be their guide as their basis and

the outcome of the study is beneficial to the neither present researchers or the

future researchers. This study may be one of the bases that a new theory in

learning will arise.

Definition of Terms

For the purpose of clarity and better understanding for the terms and

concepts when reading and interpreting this study. The following terms are

conceptually and operationally defined;

Reading Comprehension skill is the ability to read text, process it, and

understand what it context, observing the organization of a passage and finding

antecedents and references are all necessary for efficient reading

comprehension.

Student-Isolation. Expectations are one of the variables that contribute to

students' feelings of loneliness. Students are frequently taken aback when they

realize how overwhelmed they are by their emotions.

Learning Environment.   This is a program that provides educators various

digitally-based solutions for providing interactive, active learning environments.

Poor Vision. Because they can't view the text clearly, students with vision-

related

learning problems frequently lose their place when reading and mistake similar-

looking words. As a result, students with low vision frequently exhibit indicators of

poor reading comprehension and may struggle to keep up with class work.

. Learning Resources. It refers to any resource available in the online education

department. It might be documents such as course or chapter objectives, lecture

notes assignments, or answers to chapter questions.

Improved Vocabulary. Having a vast vocabulary helps you to convey yourself in

a variety of ways. This implies you'll be able to reconstruct ideas from resources

without stealing them from the original source.

Basic Scheme. What exactly is an education scheme? Each individual behavior

in their learning scheme tries separately to determine if it is important and what

conditions make it trustworthy.

Tract Choices. Before you continue on and on contemplating possibilities for

achieving your goals, you must first take the essential measures. The details of

each SHS track and strand to help you decide.

 Chapter II

Methodology

Research Design

The researcher will used descriptive-correlational research design.

Descriptive-correlational research is ________________________. Through the

tests, the descriptive-correlational method is intended to investigate the

correlation between the variables. Researchers use the correlational statistical

test to describe or measure the degree of association (or relationship) between

two variables. This method is applicable because the research aimed to the

tests, responses of the respondents will be gathered in terms of reading level and

difficulties of the Grade 7 students in Libertad National High School. This aimed
to discover solutions to problems or creating new goods and knowledge that is

useful to the school, administrators, curriculum planner and to the students.

Research Locale

The research will be conducted at Libertad National High School

Academic Year 2022-2023. This study will be implemented on the grade 7

students. Thus, the research was looking forward in establishing factors of

reading comprehension skills strategies. The researcher chooses this school

because he one of the previous students in this school, and he notice that most

of the students now are focusing on the social media. Rather than to study their

lesson or to learn the exact pronunciation of the word, and also because of the

distance learning, the learner’s in terms on making their own essay or

explanation, they are just copying sentences, rather they construct their own

sentences because of lack of understanding and lack of knowledge.

Population and Sample

The target respondents of this study are the grade 7 of Libertad National

High School enrolled during the school year of 2022-2023. Based on the data

gathered there are three hundred (300) student who are officially enrolled in

Libertad National High School the total number of valid sample size is one

hundred three (76). And the Libertad National High School Senior High School

Department has a large number of officially enrolled grade 12 students and only

one researcher the Budget cannot accommodate all grade 12 senior high school

students as respondents.
 The researcher chooses them as a respondent because most of these

students are prone in social media and online games. And they depending on

their classmates or parents as their source. To determine the researcher's

respondents, the researcher will use simple random sampling. Furthermore, a

simple random sample. The data acquired through progress monitoring was

utilized in program plan evaluation to determine if a program was on track to

meet its projected results for each student. Continuous assessment and

evaluation of a student's intervention plan entailed knowing where the program

started (baseline), where similar programs were (benchmarks), where the

program was (actual progress), and where the program eventually wanted to be

(targets), and then deciding realistically whether the program was on the right

track (U.S. Department of Health and Human Services, 2010).

Research Instrument

The questionnaires and interview were used as research instruments for

data collection and these questionnaires were derived from these research of

Sajeerat W. (2011) which consisted of 20 items and were grouped into 5 different

problems with 5-likert scale as an evaluation system that number 1 means

"strongly disagree" and 5 means "strongly agree". The interview questions were

developed after getting the results from questionnaires to be used for gathering

more information for additional interpretation of results. Those semi-constructed

interview questions were consisted of two main sub-sections—for students and

teachers with different questions and purposes.

Data Collection
 To collect the data, official letters of permission were written to school

principals seeking their approval to collect data at the target school levels. In

accordance with pandemic guidelines, the researcher will conduct the survey

using internet platforms. Following the questionnaire Data was collected, entered

into a computer, then analyzed using factor analysis to determine the most

prevalent variables or issues. The interview questions were developed based on

these findings in order to discover strands of evidence or justifications to support

the first outcome. Following that, interviews were done and data was gathered.

Statistical Tools

To determine the level and factors affecting reading comprehension skills

of the junior high school students, researcher will used weighted mean and

standard deviation. To determine the significant relationship between the level

and factors affecting reading comprehension skills, Pearson Product Moment of

Correlation Coefficient will be utilized. After analyzing the data, intervention plan

for reading comprehension will be formulated.

Ethical Consideration
To avoid getting infected with the COVID-19 virus in a crowded

environment, the researcher employed a pandemic protocol-compliant internet

system using messenger and Google. During the research, ethical standards

were observed. The responder was given the option to withdraw at any time.

Their identities and personal information were kept private, and any information

obtained from them was duly recognized and recorded. The researcher took his
or her time selecting an answer and always respected and safeguarded the

dignity and safety of the study participants.

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