Name: Jayzelle C.
Delos Santos MA English Date: September 18, 2022
Subject: Methods of Research (9034) Teacher: Geraldine Diola Rodriguez
TASK #3
List down at least five topics/issues/concerns below and support your interest with at least one related
literature justifying that the research problem is something to explore about.
1. Reading Comprehension
2. Contextualized Learning Materials
3. Decoding and Learning Retention
4. Academic Performance
5. ICT based Instruction
REVIEW OF RELATED LITERATURE
This chapter discusses about previous study, The nature of reading, concept of reading, aspect
of reading comprehension, definition of reading comprehension, level of reading, reading as a
language skill , reading assessment, theory of think aloud, benefits of think aloud, how to
apply think aloud strategy.
A. The Nature of Reading
1. Definition of Reading Comprehension
Reading is a means to assist personal development, then to provide
entertainment and information. In oxford advanced learners dictionary
is defined that reading is to look at and understand the something in
particulars way, away in which something is interpreted or understood.
Reading is an active cognitive process of interaction with print and
monitoring comprehension of establishing meaning which means the
brain does not work in reading, the pupils get information by
comprehending the massage and the teacher motivate the pupils to
read. Furthermore, that the definition of reading comprehension is
most likely to occur when pupils are reading what they want to read, or
at least what they see some good reasons to read.
2. Concept of Reading
Although, on the world wide level, the format of teaching reading skill
may differ according to local circumstances, the 1994 English GBPP
Stresses the implementation of teaching reading skill in an integrated
skill unit. It means that reading is thought integrated with the other
language skill. Such as, teaching vocabulary, grammar, punctuation
and the way construct sentences, paragraphs and texts. The
development of reading skills mostly occurs in this stage. To be
effective reader, the pupils should be able to (1) scan (2) skim (3) read
between the lines (4) read intensively and (5) deduce meaning from the
context.
3. Level of Comprehension
Level of comprehension in order to understand fully what they read.
To take in ideas that are directly stated is literal comprehension
(reading the lines) this is the most basic type. To read between the lines
is interpretative level, and the applied level (reading beyond the lines).
a. Literal Reading
Reading for literal comprehension, or acquiring information
that is directly stated in a selection, is important in its self and
is also a prerequisite for higher level comprehension.
Recognizing stated information is the basis of literal
comprehension, the specific, explicitly stated parts of a
paragraph or passage that contain basic information are the
details on which main ideas, cause and effect relationships,
inferences, and so on are built. It means that literal is to inform
the readers directly shown in the text.
b. Interpretative Reading Interpretive reading is reading between
the lines or making inferences. It is process of deriving ideas
that are implied rather than directly stated. Interpretive reading
includes making inferences about main ideas of passages, cause
and effect relationship that are not directly stated, referents or
pronouns, referents of adverb, and omitted words. It also
includes detecting the mood of a passage, detecting the author’s
purpose in writing a selection, drawing conclusions, and
interpreting figurative language. Knowing the how and why
behind this level of understanding is obviously a much deeper
or profound level of thinking. This level of comprehension is
that college instructions will most likely expect their students to
get in their courses.
c. Applied Reading At his level, the readers are about to elevate
or raise your thinking one more “notch” or level to more
critical, analyzing level. This presumes that the readers are
have already reached the previous two levels. At this level, the
readers are reading between the lines and then examining the
message from the author or attempting to apply that message to
other setting.
4. Reading Assessments
Pearson & Sarrroub in Ginno study, stated that there are three
important facets of reading comprehension assessment: (a) norm-
referenced, standardized, multiple-choice tests, (b) criterion-referenced
assessments of specific skills, and (c) informal classroom assessments
of comprehension.
