1

Reading Comprehension Skills of Foundation Preparatory Academy Grade 7 Students

in Relation to their Oral Reading Verification Performance
during the S.Y. 2019-2020

A Research Paper
Presented to the College of Education
of Foundation University

In Partial Fulfilment of the Requirements in

Research 1 in Major Areas

By

Niña Amato

January 2020
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
2

Chapter 1

The Problem and Its Scope

Introduction

Reading is the fountainhead of all pedagogical skills; it is one of the copious fundamental

skills somebody should learn; it is a diverse practice. Thus, teaching it in separation from other

disciplines is impossible. Additionally, reading is not solely the skill to be familiar with written

or printed words but expressing a consolidated understanding of what you have read; also, it

pertains to providing meaning to what you read (Snow, 2002). Further, it is a major pillar upon

which the teaching/learning process is built. The reading ability plays a central role in the

teaching/learning success at all educational stages. Ozdemir (2009) stressed that reading is

important 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.

In addition, Ono (2004) highlight that reading can help English language learners become

better readers, and make improvements in other aspects of their English skills. Based on the

study of Scott (2010) and Luckner & Handley (2008) reading is the cornerstone of instruction for

all learners regardless of their level and ability to do such, because this serves as a strong

foundation for future progress and successes in all walks of life.

Further, reading with comprehension influences the learner’s education and his entire life

as a whole positively. Learning in anything depends on the understanding of the learning

instrument on hand. Likewise, a learner who cannot read comprehensively finds it difficult for

him or her to be successful in his or her education. Reading comprehension—is one of the

problems encountered by many learners in academic institutions. According to Hayes (1991) in

STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
3

reading, a student is expected to incorporate comprehension, or else no reading occurs. Similarly,

Al- Khateeb (2010) affirmed that reading comprehension is the essence of the whole reading

process, which contains all other methods; to some researchers, it is the final objective of the

reading process because he who does not understand what he read is as if he has not read at all.

As claimed by Alcantara, et.al (1996) many students bear the accuracy in recognizing,

hearing, identifying, and manipulate individual sounds spoken words (phonemic awareness), but

few were able to comprehend—that is the process of simultaneously extracting and constructing

meaning through interaction and involvement with written language. It is also found that students

lack the specific reading strategies to generate inferences that aid in the understanding of various

text presented (Best, Rowie, Ozura, & McNamara, 2005). The National Statistics Office’s 2010

Census of Population and Housing (CPH), the results gained showed that of the 71.5 million

Filipinos who are 10 years and above, 97.5% or 69.8 million were literate or could read and

write. Additionally, on the study of Edutopia (2015), the National Achievement Test (NAT) in

2012 proved that students got a mean percentage score (MPS) of 54.42% in English reading

comprehension, which revealed that Filipino children are generally regarded as average readers.

But, on a recent survey made by the Organisation for Economic Co-operation and Development

(OECD), among 79 participating countries and economies, the Philippines scored the lowest in

reading comprehension in the 2018 Programme for International Student Assessment (PISA)

which was 340 points, more than 200 points below China (555) and more than 100 points less

than the OECD average (487).

Concerning this, the Department of Education (DepEd) supports the Every Child a

Reader Program (ECARP), which aims to make every Filipino child a reader and a writer at his

or her grade level. Thus, DepEd through the Bureau of Learning Delivery-Teaching and
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
4

Learning Division (BLD-TLD) shall continue to administer the Revised Philippine Informal

Reading Inventory (Phil-IRI) assessment to learners in public elementary schools nationwide

effective School Year 2018-2019. Meanwhile, the Oral Reading Verification (ORV) in

secondary schools is conducted quarterly to measure and describe the learners’ reading

performance in both English and Filipino languages in oral reading and comprehension. These

types of assessments aim to determine the learner’s independent, instructional, and frustration

levels. The data consolidated shall also serve as one of the bases in planning, designing, or

redesigning the reading instruction of the teachers and the school’s reading programs or activities

to enhance the school’s overall reading performance.

The researchers took interest to fill the gap and to delve deeper into finding the

correlation between the students’ reading comprehension skills and their oral reading verification

performance in English based on the above details. It is, therefore, the desire of the researchers to

provide sufficient data regarding the matter to pave the way for further strengthening of the

reading scheme in schools and to give beneficial results to the academic institutions in the

country.

Theoretical Background of the Study

This study is anchored on six major theories: a) Schema Theory by Frederic Bartlett

(1932); b) Bottom-Up Theory by Dr. Ray Reutzel and Robert Cooter, Jr. (1996); c) Top-Down

Theory (Reutzel & Cooter, 1996); d) Social Cognitive Theory by Albert Bandura (1986); and e)

Self-efficacy Theory by Albert Bandura (1986). The researchers found that these theories bear a

direct relationship with the nature of their field of study.

STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
5

Bottom-Up Theory

This theory has drawn its origin from the stimulus-response chains known as

behaviorism. When placed in the context of the reading process, the stimuli for reading are the

prints or texts on the pages of the book. When the readers initiated the reading activity starting

off with the simplest letters of the alphabet, they later on start to utter the more complex elements

of language which are words, sentences, and paragraphs until they are able to finish the entire

activity and started to draw meaning and understanding on the text they just read. Further, this

theory implies that reading begins with the simplest letters up to the most complex paragraphs

until the readers were able to accomplish comprehension starting with the most tedious ways

until they attain mastery. Today, the main method associated with the bottom-up approach to

reading is known as phonics, which requires the learner to match letters with sounds in a defined

sequence.

Top-Down Theory

This theory emphasizes the importance of meaningful learning which occurs when new

information is presented in a relevant context and is related to what the learner already knows so

that it can be easily integrated into one’s existing cognitive structure. This theory have seen

reading as a complex information processing skill which the reader acts as the active, decision-

making individual who paves the way to facilitating comprehension towards effective reading

based on what he or she already knows. As this complex process begin, the reader starts

confirming, reflecting or refining, and predicting meanings based on his or her experiential

background.
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
6

Schema Theory

The idea of schema theory, one of the cognitivist learning theories, was primarily

introduced in 1932 by the work of British psychologist Sir Frederic Bartlett (some suggest it was

first introduced in 1926 by Jean Piaget) and was further developed mostly in the 1970s by

American educational psychologist Richard Anderson. The term "schema" was first used in

psychology by Barlett as "an active organization of past reactions or experiences."

According to this theory, reading comprehension has a two-way relationship between the

reader's background knowledge and the text itself because that background may help the reader

relate to things for the reason of knowing something related to it beforehand. Further, the

fundamental principle of schema theory implies that written text does not bear meaning by itself,

but it only serves as a guide for the readers as to how they would give their interpretation of the

text exercising their prior learning (An, 2013). Schema theory links to reading comprehension

because it helps second language learning since obtaining a second language involves a lot of

reading.

Additionally, when the reader fails to spur adequate schema when reading a text, it may

result in poor comprehension. Linguists have an influx of several methods in overcoming the

issue, which includes providing the students with texts to read in their first language, which later

on, they will learn reading in their second language to assess the positive or negative result that it

brought to the reader. Lately, the Mother Tongue- Based Multilingual Education had introduced

this practice in Grades 1 to 3 together with the implementation of the K to 12 Curriculum in

2013.
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
7

Social Cognitive Theory

Social Cognitive Theory (SCT) commenced as the Social Learning Theory (SLT) in the

1960s by Albert Bandura. Later, it was developed into SCT in 1986 and postulates that learning

transpires in a social context with a progressive and correlative interaction between the person,

its environment, and behavior. This theory talks about how people’s behavior is shaped by his or

her society emphasizing the external and internal reinforcement. Moreover, this claims that a

person’s behavior is also influenced by his or her past experiences. These factors can be

determinants on why a certain person tends to behave on a way he or she does.

Thus, this theory has a direct bearing in this study in a sense that teachers and parents

play a vital and active role in helping the students learn how to read and comprehend since the

very first day of school. The former may be the sources of knowledge that the students lean unto

when they began their first reading activity. If the latter learned from the teachings of their

parents and teachers, then probably an effective and promising behavior or outcome towards

reading and comprehension can be expected depending on the students’ pace or behavior in

learning.

Self-efficacy Theory

This theory by Bandura (1986), tackles about the impact that self-efficacy—the

confidence, the ability to design and perform a course of action, to fulfil a task, or to solve and

answer a problem—brings to the development of students’ motivation in learning something.

Moreover, self-efficacy is a personal belief in one’s qualifications. And student’s with high self-

efficacy show the exact self-evaluation in terms of their academic achievement which includes
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
8

reading and comprehension. Therefore, their own beliefs about their ability to read and

comprehend help and lead them to succeed in their reading activity.

As shown by the study of Akhtar (2008) self-efficacy plays an important role in

determining chances for success in whichever activity a person might participate into. To suffice

that claim, psychologists rate self-efficacy higher than talent in the factors that influences a

person’s chances of success. In relation to this, students must pay critical attention to self-

efficacy when they set goals such as fluency in reading and comprehension, so that this factor

should fall in line with their aims to settle with a positive outcome.

Self-efficacy theory has a relationship to this study since it is an important element in

uplifting someone to a better level. In fact, the study of Dornyei (2007) postulates that people

who have low self-efficacy interprets difficult tasks in life as threats rather than viewing it as

challenges. Thus, people with that kind of mind set settles more in their personal obstacles and

deficiencies rather than on how to overcome and perform these tasks successfully. And as a

result, high rate of failures can be expected.

In the academic context, the study of Klomegah (2007) claims that among the factors

affecting academic successes self-efficacy ranks the strongest. It also plays a significant role

towards students’ participation inside the classroom; when the need arises, students with higher

self-efficacy have been reported to manifest high help-seeking behavior compared to students

with low self-efficacy. Thus, students with high self-efficacy tend to have more chances of

success (Nelson & Ketelhut, 2008).

STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
9

Review of Related Literature and Studies

This section cites the existing literature and studies which bears significant relevance to

this study.

Nature of Reading. Experts have presented lots of definitions of reading since it is a

complex skill that requires mastery among students because the entire learning process would

not be successful without the embodiment of reading in it. Reading can be a very complex and

dynamic process (Gildrie, 2005). It is complicated because of the knowledge base it utilizes, and

the mental activities it employs. According to Nunan (2003), reading is a smooth process of

readers linking information from texts and their background knowledge to construct meaning.

Mikulecky (2011) says that reading is a complex conscious and unconscious mental process in

which the reader uses a variety of strategies to reconstruct the meaning that the author is assumed

to have proposed, based on data from the text and the reader's prior knowledge. Thus, a

meaningful experience is possible between the reader and the book itself since the activity

involves a two-way process. Additionally, the reading process continually involves guessing,

predicting, checking, and asking oneself questions related to the text the readers have read.

Hudson (2007) as cited in the study of Abbott (2012) emphasized the taxonomy of reading skills

that each student must improve; these skills include recognizing the script of language,

insinuating the meanings and use of words that are unknown to the readers, understanding

explicit information from the text, and the understanding of the connection among parts of a text

through grammatical cohesion devices that include the skills and knowledge to understand how

phonemes and speech sounds are connected to print. Lastly, reading comprises two related

processes: word recognition and comprehension. Word recognition, refers to the process of

perceiving how written symbols correspond to one’s spoken language; comprehension is the
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
10

process of making sense of words, sentences, and related text. Readers are more likely to make

use of their background knowledge, vocabulary, grammatical knowledge, and experience with

text combined with other approaches to help them understand the written text better.

Reading Comprehension. Pretorious (2000) contends that decoding skill does not

significantly lead to obtaining an overall comprehension of what the text expresses. Several

readers can decode texts but are incapable of finding meaning in the printed word. Thus, based

on comprehension, one can begin to differentiate between a good reader and a poor reader. A

reader who has excellent decoding skills but has poor comprehension skills is still rated as a poor

reader because he or she is unable to find meaning in what he or she has read.

In understanding the reading texts' presented information, children often use

developmental models or representations of meanings from the texts' ideas during the reading

process, which others think are the best strategies to attain understanding. Reading

comprehension is therefore an interactive process that involves a multifaceted interplay among

intuitive and strategic cognitive processes that enables the reader to create a mental

representation of the text for better understanding (Van den Broek & Espin, 2012). The reader is

obliged to attach meaning to what he is reading; he will do this mainly as a function of his

experience, context, knowledge, and language proficiency (Texas Educational Agency, 2002).

With the lack of adequate comprehension, reading is a pointless exercise in word calling. It is not

an overstatement to argue that how well a student mastered reading, affects their lives since

reading serves as the foundation of everything from the very least ones up to the most complex

elements of language. Based on the study made by Morrow (2003), reading is not only a skill to

be mastered but also plays a vital tool for further learning. In agreement, Izizinga (2000), states

that children with adequate reading comprehension skills can learn other subjects with
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
11

efficiency. Furthermore, learners use the ideas that they gained from texts to meet particular

needs in particular situations; comprehension gives the ability to utilize the information achieved

through reading into different situations, which can be quite beneficial notably in the field of

academics ((Frankel, Pearson, & Nair, 2011). In other words, comprehension gives learners the

ability to apply the information they have accomplished by reading to diverse situations.

Levels of Reading Comprehension. There are four levels of reading comprehension

according to different reading resources. In the book entitled “Effective Study and Thinking

Skills” of Belen et.al. (2003), the four levels of comprehension are literal, interpretative, applied,

and critical. Below is the explanation for each level.

The literal level yields knowledge of what the writer stated in his text. The students

decode the words, learn what each word means in a given context, and understand that there are

associations among words that express what the author has penned. In this level, the students

should recognize the essential information and follow simple instructions; they should form ideas

or meanings stated in the selection. These ideas are elicited by questions beginning with what,

when, where, who, and others.

The interpretive level or reading between the lines applies to what the author has said to

derive, infer, and imply meaning from a statement or text. Students look into relationships

among statements within the material they have read; learners should discern the implications of

the events by inference and conform ideas or meanings indirectly or implicitly stated in the

selection. In this level, how and why questions call for students' reasoning, implications,

conclusions, assumptions, and interpretation provided from reading.

STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
12

The critical or evaluative level refers to reading beyond the lines. The students give

their reaction, judgment, and evaluation of what is written by the author; this involves how they

can recognize the literal meaning of words from opinions or purposes expressed upon reading.

Further, it calls for the reader's judgment on the wisdom, validity, or appropriateness of one's

statement in a particular literary output.

The application or creative level is the most exceptional level of comprehension, for it

needs the use and utilization of efficient intellectual exercise. This level develops the readers'

ability to profit from the vicarious experiences attained by reading. Also, it allows the reader to

create new concepts and ways of expressing the pieces of knowledge they got from the text on

their own. Thus, teachers can evaluate the achievement and effectivity of the reading process.

A study entitled “Reading Comprehension Ability of Grade VI Pupils of Kinangay Sur

Elementary School” by Tizon (2012) found out that more than the majority of the Grade VI

pupils were average in their overall level of reading comprehension ability. Specifically, more of

the pupils had an average literal ability; however, their higher level of comprehension was very

low as reflected in their lowest creative ability; also, the pupils had lower interpretive and

evaluative skills. Thus, the highest level of comprehension needs enhancement. It is then

recommended that teachers must use effective methodologies, strategies, and activities that will

develop their pupils' reading ability most especially their higher comprehension skills.

Lasaten and Racca (2016) also conducted an action research which strived to identify the

English Language Proficiency and Academic Performance of Philippine Science High School

Students. The study reveals that the students’ academic performance in Science and Mathematics

falls under a very good level while at a good level in English. Likewise, the study concludes that
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
13

there is a significant correlation between the students' English language proficiency and their

academic performance in each of the subjects. The higher the English language proficiency

levels of the students are the higher their academic performance levels in Science, Mathematics,

and English. Hence, the study further stresses that students’ English language proficiency could

be a predictor in the learners’ academic performance in Science, Mathematics, and English,

since, the medium of instruction used in the teaching of these subjects is English and therefore,

the English language program in schools should be prioritized.

Romero (2014) disclosed in his study entitled, "Improving the Reading Comprehension

Skills of Grade 7 Students of Sta. Josefa National High School through Enhancing Reading

Comprehension Skills (EReCoS) Activities" that the reading comprehension skills of the

participants had improved from the frustration level to zero frustration. The three identified least

mastered competencies include identifying the main idea, vocabulary development and making

inferences after employing the EReCoS. These are reading materials, which are consist of

diverse activities namely, simple identification, guided identification, word box, context clues,

reading between the lines, and valid or invalid that helped address the identified least mastered

reading skills among the respondents.

Teposo (2016) presented in her study "Reading Proficiency of Grade 7 Students of

Bayugan City Division" that there exists a notable difference in the students’ exposure to reading

materials; it serves as a factor to the students’ reading proficiency level. Further, the study found

a significant distinction in the status of the implementation of the reading program on the reading

proficiency level of the students. Meanwhile, the study of Aton (2014) entitled "Improving the

Reading Proficiency of Grade 7 students of Philsaga High School Foundation Incorporated

through Reading Intervention Program" also showed that the implementation of an intervention
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
14

program would give a good result and reasonable progress on the student’s reading level.

Likewise, in the study made by Marcon (2014) entitled "Reading Proficiency of First-year

students of Philsaga High School Foundation, Inc.: Basis for Developing Reading Intervention

Program," she highlighted that reading teachers or language teachers should consider the type of

materials used in the reading sessions or reading subjects. Thus, they recommended the teachers

to continue the assessment of the pupil’s reading abilities in all grade levels to determine the

performance of the pupils and the enhancement of the reading skills of the pupils are vital to

their success.

The literature and studies mentioned above supports on the importance of determining the

students’ reading comprehension skills and oral reading verification performance to give

recommendations that would fit to whatever results this study may gain.
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
15

Conceptual Framework of the Study

Below is a schematic model of the study. The framework shows the relationship between

students’ reading comprehension skills and their oral reading verification performance.

Dependent Variable

Students’ Reading Comprehension

Skills

Primary Independent Variable

Students’ Oral Reading

Verification Performance

 Independent;
Age  Instructional;
 Frustration; and
Sex
 Non-Reader
Parent’s Educational
Attainment

Secondary Independent Variable

Figure 1. Relationship between Students’ Reading Comprehension Skills and their Oral Reading
Verification Performance

Statement of the Problem

The study sought to find out the relationship between students’ reading comprehension skills and

their oral reading verification (ORV) performance in English. Specifically, the researchers aimed

to determine the answers to the following questions.

1. What is the students’ ORV performance in English during the S.Y. 2019-2020?
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
16

2. What is their level of reading comprehension skills during the S.Y. 2019-2020?

3. To what extent does students’ reading comprehension skills affect their oral reading

verification (ORV) performance in English?

4. Is there a direct correlation of the students’ reading comprehension skills towards their

oral reading verification (ORV) performance in English?

5. Is there a significant relationship between reading comprehension skills and oral reading

verification performance in English when they are grouped according to:

5.1 age;

5.2 sex; and

5.3 parent’s educational attainment?

Significance of the Study

This study bears significance to the following individuals:

Students. This will provide grappling readers with a chance to overcome reading

challenges, for they will be the recipient of any reading intervention program after they were

determined to be settling in the frustration level. The students will also concentrate on any of the

reading skills recognized as weak among them. Thus, they (students) may able to perform well in

other subject areas where English is the medium of instruction.

English teachers. Determining the students' proficiency level and oral reading

verification performance will aid the teachers in utilizing the designed intervention program for

the learners. Through this, the teachers will achieve their goals in heightening the frustration

level of the readers to becoming independent.

STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
17

School administrators. The results of this study could provide important concepts that

could be useful in addressing issues on students’ reading comprehension skills and oral reading

verification performance as a reference in conducting seminar-workshops for teachers and

designing appropriate reading interventions for the students.

Material developers. The findings and outcomes of this study may suggest the

development of relevant reading materials as an aid in conducting the reading instruction to help

solve the dilemma of students’ reading comprehension.

Future researchers. The study can be a beneficial source for further studies on the

reading comprehension skills and oral reading verification performance of the students. Other

researchers who wish to undertake a similar study for development may find this as a suitable

source of information and background.

Scope and Limitations of the Study

Scope of the study. This research is focused on the identification of the student’s age,

sex, parent’s educational attainment, and their reading comprehension skills and how these

variables correlate to their oral reading verification performance during the S.Y. 2019-2020

The respondents of this study were from the Grade 7 Simplicity of Foundation Preparatory

Academy, Dumaguete City Division.

Limitation of the study. This study is only limited to the interpretation of data gathered

and treated from the ORV results of the respondents and the identification of their reading

comprehension skills.
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
18

Research Methodology

Research Design. This research study made use of the descriptive-correlational method

since it is focused in determining the student’s selected profile, their reading comprehension

skills, as well as its correlation to their oral reading verification results.

Research Environment. This study was conducted in Foundation Preparatory Academy,

one of the private schools located in the city of Dumaguete. The said institution is located at Dr.

V. Locsin Street, Dumaguete City, Negros Oriental.

Research Respondents. The respondents of this research study were the thirty (30)

students of Grade 7 Simplicity in Foundation Preparatory Academy. Twelve (12) of which were

male and eighteen (18) were female.

Research Instruments. The researchers made use of the oral reading verification tool—

particularly a reading passage composed of 7 comprehension questions that the students must

answer after reading the story and a table for marking and scoring the oral miscues committed by

the reader. The mechanics in administering the ORV test will be followed in order to come up

with an accurate baseline data. The materials are designed to measure the oral reading

verification performance level of the participants as independent, instructional, frustration, and

non-reader.

Data-Gathering Procedure. After the design hearing, the researchers integrated all the

necessary corrections and suggestions made by the panel members. Subsequently, a letter request

to conduct the study was sent to the school principal of Foundation Preparatory Academy. Upon

approval, the request was then presented to the adviser of the section and the respondents to
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
19

formally start the conduct of the ORV where the researchers primarily took part aided by the

respondents’ adviser. The results were handed to an expert statistician for the treatment of data.

Operational Definition of Terms

Reading Comprehension Skills. These are the skills of the students’ in reading that the

researchers wish to determine in the conduct of this study.

Oral Reading Verification Performance Level. These refer to the reading ability of the

students based on the result of their oral reading tests.

Independent Level. In this level, students read fluently with comprehension;

excellent reader, excellent comprehension.

Instructional Level. In this level, students read haltingly with comprehension;

slow reader, good comprehension. Or students read fluently with little or no comprehension; fast

reader, slow comprehension.

Frustration Level. In this level, students read haltingly with little or no

comprehension; slow reader, poor comprehension.

Non-Reader Level. Students in this level cannot read; students are syllabic

readers.

Oral Reading Verification Performance. These are the performances of students in the

conduct of their Oral Reading Verification (ORV).

Oral Reading Verification Tool. This is the tool used by the researchers in determining

the students’ reading comprehension skills and oral reading performance.

STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
20

References

Abbot, M. (2012) What makes reading difficult for ESL students? Strategies for struggling
reader. Retrieved from
www.org.uk/Resource/NALDIC/Professional.20Developmental/DocumentINCAbbot.pdf

Akhtar, M. (2008). What is self-efficacy? Bandura’s 4 sources of efficacy beliefs. Retrieved

from http://www.positivepsychology.org.uk/self-efficacy-definition-bandura-meaning/

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

Alcantara, R.D. et. al. (1996). Reading strategies for the teaching of communication arts:
Listening, speaking, reading, and writing. Quezon City: Katha Publishing Co. Inc.

Aton, M.C.C. (2014). Improving the reading proficiency of grade 7 students of Philsaga High
School Foundation Incorporated through reading intervention program. (Unpublished
master’s thesis). PNU-Mindanao.

Belen, V. et.al. (2003). Effective study and thinking skills. Trinitas Publishing Inc.

Best, R. M., Rowe, M., Ozuru, Y., 7 McNamara, D. S. (2005).Deep-level comprehension of

science texts. Topics in Language Disorders, 25(1), 65-83.

Department of Education (2014). Every Child A Reader Program (ECARP). Retrieved

from https://ph.theasianparent.com/advantages-new-k-12- curriculum/html.

Dornyei, Z. (2007). Research methods in Applied Linguistics. Oxford: Ooxford University Press.

Edutopia (2015). The reading profile of children in the Philippines. Retrieved from
https://www.edutopia.org

Frankel, K.F., Pearson, D.P., & Nair, M. (2011). Reading comprehension and reading
disability. In A. McGill-Franzen & R. L. Allington (Eds.) Handbook of reading disability
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
21

research. New York & London: Routledge

Gildrie, R. (2005). The nature of reading. Retrieved from
https://www.scribd.com/document/35813524/Interac1

Hayes, B. (1991). Effective strategies for teaching reading (pp.84-101). Needham Heights:

Allyn and Bacon.

Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.

Izizinga, R. (2000). The teaching of reading in Uganda. In K. Parry (Ed.) Language and
literacy in Uganda: Towards a sustainable reading culture. Kampala: Fountain
Publishers.

Klomegah, R.Y. (2007). Predictors of academic performance of university students: An

application of the goal efficacy model. Coll. Stud… 41, 407-415.

Lasaten, R.C.., & Racca, R.M.A. (2016). English language proficiency and academic
performance of Philippine Science High School students. Retrieved from
http://www.ijlll.org/index.php?m=content&c=index&a=show&catid=42&id=357

Luckner, J.L. & Handley, C. M. (2008). A summary of the reading comprehension research
undertaken with students who are deaf or hard of hearing. American Annals of the Deaf 1,
6–36.

Marcon, V. (2014).Reading proficiency of first year students of Philsaga High School

Foundation, Inc.: Basis for developing reading intervention program. (Unpublished
master’s thesis). PNU – Agusan.

Mikulecky, Beatrrice S. 2011. A short course in teaching reading: Practical technique for
building reading power. United State America: Pearson Longman.

Morrow, L. M. (2003). Current practices in early literacy development. In L. M. Morrow, L. B.

Gambrell, & M. Pressley (Eds.), Best practices in literacy instruction. (pp. 43-64). New
York: Guilford Press.

Nelson B., & Ketelhult, D. (2008). Exploring embedded guidance and self-efficacy in
STUDENTS’ READING COMPREHENSION SKILLS AND ORAL READING PERFORMANCE
22

educational multi-user virtual environments. Int. j. Comput. Support. Collab. Learn. 3

413-427.
Nunan, D. (2003). Language teaching methodology. London: Prentice Hall International.

Ono, L., Day, L. & Harsch, C. (2004). Tips for reading extensively. English Teaching Forum.
pp. 12-16.

Ozdemir, A. (2010). The effect of reading comprehension abilities primary school students over
their problem solving achievement. Retrieved from
http://findarticles.com/p/articles/mi_hb6516/is_2_46/ai_n32 067948/

Pretorius, E.l. (2000). lnferem:e generalion in the reading of expository texts by university
students. Pretoria: Dnisa

Romero, V. (2014). Improving the reading comprehension skills of Grade 7 Students of Sta.
Josefa National High School through EReCoS (Enhancing Reading Comprehension
Skills) activities. (Unpublished master’s thesis). PNU – Mindanao.

Scott, C. (2010). Word study instruction: Enhancing reading comprehension, The literacy and
numeracy secretariat. Illinois, Learning Point Associates.

Snow, C. (2002). Reading for understanding: Toward an R&D program in reading

comprehension. Santa Monica, CA: RAND.

Teposo, M. (2016). Reading proficiency of grade 7 students of Bayugan City Division.

(Unpublished master’s thesis). PNU – Mindanao.

Texas Educational Agency. (2002). Comprehension instruction, 4-8. Retrieved from

http://www.netxv.net/pm_attach/67/TRI-Comprehension_Instr.pdf

Tizon, M. (2012). Reading comprehension ability of grade 6 pupils of Kinangay Sur Elementary
School. La Salle University –Ozamiz

Van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory andassessment:
Measuring individual differences in reading comprehen-sion. School Psychology
Review,41, 315–325.