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TitleAction Research in Reading
TagsReading Comprehension Reading (Process) Teachers Vocabulary Top Down And Bottom Up Design
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Total Pages40
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ASSESSMENT OF THE LEVELS OF READING COMPREHENSION OF THE GRADE

III PUPILS IN MATUYATUYA ELEMENTARY SCHOOL SY 2016-2017



By:

MARIA JUDHEE S. RIVAMONTE

Teacher II



I. The Problem Situation

A. Introduction

Reading is the mother of all study skills. It is one of the most complex and valuable skills

a person can acquire. It is not merely an ability to recognize written or printed words, but it also

refers to putting meaning to what a person reads and drawing a unified thought of what is read.

Thus, it cannot be taught in isolation.

In addition, reading as a field of teaching is considered one of the important areas of

teaching if not actually the most important ever. It is said to be one of the most necessary academic

skills. Besides, it is a major pillar upon which the teaching and learning process is built. The

reading ability plays a central role in the teaching and learning success at all educational stages.

Having any difficulty in this skill will result in variety of consequences on all subjects of study,

since reading includes a variety of sub-skills.

According to Ozdemir (2009) reading is fundamental in getting knowledge as all the

lessons and learning activities are mostly based on the power of comprehensive reading; indeed,

it is really necessary to read comprehensively. Also, reading comprehensively really affects a

learner’s education and his life as a whole. Learning in any lesson depends on understanding of

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the learning instrument of that lesson; thus, a learner who cannot read comprehensively finds it

difficult for him or her to become successful in his or her lessons.

Furthermore, Ono (2004) emphasized that reading has the potential to help English

language learners become better readers and make improvements in other aspects of their English

skills. As mentioned by Al-Khateeb (2010) reading comprehension is considered the real core for

the reading process and a big process around which all other processes are centered.

Comprehension is the peak of the reading skills and the bases for all reading processes. It is viewed

by some researchers as the ultimate objective of the reading process, since he who does not

comprehend what he reads is considered as if he has not read.”

Importantly, the skills such as acquiring the correct meaning, analysing the authors’ point

of view and applying what one learns from reading to real-life situations are things that constitute

reading comprehension which must be the basic consideration of all readers.

Moreover, the ability of the readers to understand what they are reading interpret ideas and

inject meaning to printed words is comprehension. Thus, reading alone is not enough; there must

be comprehension so that learners may not only focus on the text but also on the interpretation of

its deeper meanings.

The importance of reading comprehension is emphasized in the education community;

however, not everyone realizes how important really is. Although strong reading skills can help

pupils do well in language arts and reading class, that is only the beginning. Students have to use

reading skills in every single pupil who struggles with reading comprehension so he or she may

not fall far behind in school that can lead to limited opportunities as grows and becomes adult.

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Literal Level produces knowledge of what the author said. The students decode words,

determine what each word means in a given context and recognize that there is some relationship

among words which represent what the author has said. At this level, the learners are expected to

identify the basic information and follow simple instructions; they form ideas or meanings directly

stated in the selection. These ideas are elicited by questions beginning with what, when, where,

who, etc.

Interpretative level or reading between the lines is applied to what the author said in order

to derive, infer, and imply meaning from a statement. Students look into relationships among

statements within the material they have read. The learners are tasked to discern the implications

of the episodes by inference and to conform ideas or meanings indirectly or implicitly stated in the

selection. How and Why questions are often elicited that call for some reasoning, implications,

conclusions, assumptions and interpretation provided from reading the selection.

Critical or evaluative level refers to reading beyond the lines. The students give reaction,

judgment and evaluation of what is written. This involves how they can distinguish the literal

meaning of words from suggestions or intentions expressed in the selection. It further calls for the

reader’s judgment on the wisdom, validity or propriety of one’s statement or literary output. It

ultimately deals with the evaluation of what is read.

Moreover, critical Analysis or Critical Evaluation requires readers to evaluate or weigh the

facts, events, character’s viewpoints, then make judgments about the worth of these and the

effectiveness of the way they are presented in the selection. It lets the reader comprehend by

making him analyze, compare and contrast, etc.

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Al Khateeb, O. (2010). The impact of using kwl strategy on grade ten female students' reading

comprehension of religious concepts in Ma'an city. Retrieved December, 2015 from

World Wide Web http://www.eurojournals.com/ejss_12_3_14.pdf.

Importance of Reading Comprehension in Second Language Learning. (2009). Retrieved

December 2015 from http://www.articlesbase.com/languages-articles/importanceof-

reading-comprehension-in-second-language-learning- 1325911.html.

Jaum, V. (n.d.) Mental ability, gender, and reading comprehension in relation to pupils’

achievement in Mathematics. Retrieved December 2015, from

http://www.hnu.edu.ph/main/publication/kinaadman/03 20061731.pdf

Learning Rx Center. (1995). Reading to achieve reading comprehension. Retrieved December

2015 from World Wide Web http://www.learningrx.com/readingcomprehension. Htm.

Ozdemir, A. (2010). The effect of reading comprehension abilities primary school students over

their problem solving achievement. Retrieved January 2016, from

http://findarticles.com/p/articles/mi_hb6516/is_2_46/ai_n32 067948/









http://www.eurojournals.com/ejss_12_3_14.pdf

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