Beed 3b Group 4 SKJC (Recovered)

Republic of the Philippines
SANTA RITA COLLEGE OF PAMPANGA

Carlos Mariano Street, San Jose
Sta. Rita, Pampanga
LEVEL OF READING COMPREHENSION OF ELEMENTARY STUDENTS:
BASIS FOR INSTRUCTIONAL INTERVENTION
This thesis is submitted in partial fulfillment of the requirements for the degree
Bachelor of Elementary Education
Santa Rita College of Pampanga
Garcia, Joyce, C.
Martin, Kathleen, C.
Paguio, Shane, P.
Santos, Ciara Kaye D.
May 2022
ii
LEVEL OF READING COMPREHENSION OF ELEMENTARY STUDENTS
APPROVAL SHEET
This thesis entitled, Level of Reading Comprehension of Reading Comprehension of

Elementary Students: Basis for Instructional Intervention prepared and submitted by
JOYCE C. GARCIA, KATHLEEN C. MARTIN, SHANE P. PAGUIO and CIARA
KAYE D. SANTOS, in partial fulfillment of the requirements for the degree Bachelor of
Elementary Education Major in General has been submitted and recommended for
acceptance and approval for Oral Examination.
JOSHUA ABEL A. AYSON

Adviser
______________________________________________________________________
PANEL OF EXAMINERS
Passed by the Committee on Oral Examination with a grade of ___ on April

30, 2022.
SHAREEN JENISE ALVARO-CARLOS, LPT, MPA

Chairperson
KATRINE B. BONIFACIO, LPT ALYSSA MARIE C. MANALO

Member Member
MARY ROSE IPAC-AYSON, LPT, MAEd ANGELITA Z. PASCUAL, RCE,

MBA, LPT
Grammarian Statistician
______________________________________________________________________
Approved and accepted in partial fulfillment of the requirements for the degree
Bachelor of Elementary Education Major in General.
SHAREEN JENISE ALVARO-CARLOS, LPT, MPA

Dean, College of Education

iii
ACKNOWLEDGMENT
This many great people offered their help, advice, and motivation to make this thesis
valid. The researchers might want to offer their thanks to:
Mrs. Mary Rose Ayson, their beloved subject teacher, and Mr. Joshua Abel A.
Ayson, their adviser, for their assistance in completing this work.
The panelists, with special appreciation to Mrs. Shareen Jenise L. Alvaro-Carlos,
Ma’am Katrine Joy B. Bonifacio, Ma’am Alyssa Marie C. Manalo, the research
statistician, who contributed a big help to this study.
The researchers are fortunate for the educational opportunities they provided.
The participants, the Grade 6 elementary students at Santa Rita College of
Pampanga, whose participation made this paper effective. The researchers wanted to
express their deepest gratitude for their time and effort.
Mrs. Shareen Jenise L. Alvaro-Carlos, Dean of the College of Education, whose
overwhelming support and assistance helped the researchers through in this study.
The unidentified individuals who have contributed significantly to motivating the
researchers, the researchers believe there is no job has ever been completed without the
assistance of those who support them; and
For his infinite love, the Great Almighty God, the creator of wisdom and knowledge
whose always guide us to our success.
J.C.G
K.C.M
S.P.P
C.K.D.

iv
ABSTRACT
Reading comprehension is one of the most important abilities that students must
master and develop. This paper provided an overview of the Level of Reading
Comprehension of Elementary Students: Basis for Instructional Intervention. The
researchers used a descriptive-quantitative type of research design. Descriptive research
attempted to characterize a population and condition. Quantitative approaches focused on
objective observation and statistical, or numerical analysis of data obtained by polls and
questionnaire. To analyze data, the researchers used statistical instruments namely,
frequencies-percentage method, weighted-arithmetic mean and standard deviation in
determining the profile of the respondents in terms of demographic variables as well as
their level of reading comprehension of elementary students.
The researchers presented a summary of studies from Sixty-five (65) different
articles published from 2012 up to this year. In this study the researchers identified the
following: (1) what were the different skill levels of the students based on their profile;
(2) What are the motivation that influence the reading comprehension of the respondents;
and what is instructional intervention maybe proposed in this study. Based on the
summary of findings, the researchers concluded that Grade 6, Elementary Students of
Santa Rita College of Pampanga have exemplified very high reading comprehension skill
level and very high motivation that influence the reading comprehension of the students.
And lastly, because not all students performed well in reading comprehension,
researchers proposed four (4) instructional intervention in enhancing their vocabulary and
critical thinking.

Keywords: Reading comprehension, elementary students, instructional intervention
v
TABLE OF CONTENTS
Page
Title Page………………………………………………………………………… i
Approval Sheet........................................................................................................
ii
Acknowledgment....................................................................................................
iii
Abstract...................................................................................................................
iv
Table of Contents……………………………………………………………...….
v
List of Tables..........................................................................................................
vi
List of Figures.........................................................................................................
viii
List of Appendices..................................................................................................
viii
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Introduction……………………………………………………………
1
Conceptual Framework………………………………………………..
11
Statement of the Problem………………………………………...........

12

Significance of the Study……………………………...........................
13
Scope and Delimitation……………………………………………….. 13
Definition of Terms……….………………………………………….. 13
Chapter 2: METHOD
Research Design…………………………………………….………….
16
Respondents/Participants….………………………….……...…………
17
Instruments…...………………………………………….......…............
v
17
Page
Data Collection….………………………………………………………
18
Ethical Considerations…………………………………………………..
19
Statistical Treatment of Data…………………….……………………...

20
Chapter 3: RESULTS AND DISCUSSION
Frequency Distribution of the Respondents According
to Age…………………………………………………………….
23
Frequency Distribution of the Respondents According

to Gender…………………………..................................................
24
Frequency Distribution of the Female Respondents According
to different skill- level……………………………………………

25
Frequency Distribution of the Male Respondents According
to different skill- level……………………………………………

26
Frequency Distribution of the Age 11 and 12 Respondents According
to different skill-level……………………….…………………..
27
Mean Score of the Participants’ Motivations that Influence
the Reading Comprehension ………………...............................

28
Instructional Intervention……………………………………………..
31
Chapter 4: CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings…………………………….................................
32
v
Page
Conclusion …………………………………………….....................
33
Recommendations …………………………………………...............
34
References …………………………………………………………....
36

Appendices …………………………………………...........................
41

vi
LIST OF TABLES
Page
1: Frequency Distribution of the Respondents According
to Age………………………………………………………………
23
2: Frequency Distribution of the Respondents According
to Gender…………………………………………………………..
24
3: Frequency Distribution of the Female Respondents According
to different skill-level…………………………………………..........
25
4: Frequency Distribution of the Male Respondents According
to different skill-level……………………………………………......
26
5: Frequency Distribution of the Age 11 and 12 Respondents According
to different skill-level………………………………………............
27
6: Motivation in Reading Comprehension……………………………………

28
7: Instructional Intervention…………………………………………………..
31

vii
LIST OF FIGURES
Page
1: The Research Paradigm…………………………………………..... 12

viii
LIST OF APPENDICES
Appendix Page
A. Letter to the Participants………………………………………….……

41
B. Survey-Questionnaire ……………………………………….….…….. 42
C. Letter to the Author………………………….........................................

49
D. Letter to the Principal………………………………………..................

51
E. Certification for Statistical Treatment..................................................... 52
F. Certification for the Grammar…………………………………………..

53
G. Certificate of Plagiarism Review……………………………………….

54
H. Documentation………………………………………………………….
55
I. Curriculum Vitae……………………………………………………….. 56


1

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
One of the reading skills that every learner needs to master is comprehension of text.
Despite the teachers' reading instructions and tactics for improving students' reading
comprehension, there are still kids who are below the competency level in reading
comprehension (Mica et al., 2016).
Reading was among the most important English abilities that pupils must master.
Students need to be able to read improving students' reading comprehension, (Leli Sari,
2017). English textbooks are used to teach reading comprehension in Kenya. (Beerwinkle
et al., 2021, p. 429-441).
Reading comprehension is essential for lifelong learning. It is a two-way
conversation between the text and the reader. At all levels of education and in all
subjects, students require reading comprehension skills. The level of students' reading
comprehension is determined by testing and evaluation. (Ozdemir et al., 2019, p. 123).
Having the ability to read is a crucial language skill that is mostly concerned with
comprehending. To read, visual symbols must be understood and interpreted by the brain.
The ability to read can be used to gain access to information, analyze it, and interpret it
once it has been acquired. However, all of this is dependent on the ability to comprehend
what is being read. As a result, one of the most important aspects of reading
comprehension assessment is its evaluation. Many academics are particularly interested

in determining the level of reading comprehension of students (Kuzdemir et al.,2018, p.
97-110). 2
Learners all around the country have low reading comprehension scores. Poor
reading comprehension can obstruct a person's life from elementary school through
fgadulthood. As a result, many teachers and educational systems are working to improve
student reading comprehension (Wells & Kim, 2018). Reading comprehension skills
among Malaysian children are rapidly deteriorating, according to Lenz (2016). 'In the
2012 edition of the PISA, Malaysia scored 52nd overall out of 65 countries due to a fall
in reading skills and science,' according to the Malay Mail Online (2015). As a result,
various measures must be made to address the issue.
Comprehension coaching should start early, learning reading comprehension and
bridging abilities (including graph phonological, semantic cognitive flexibility,
morphological awareness, and reading fluency) supports reading comprehension
development, Even with a high level of fluency, reading comprehension is not automatic,
the growth of reading comprehension is aided by teaching text structures and features;
nevertheless, comprehension processes differ depending on what and why we are
reading. , instruction in comprehension strategies promotes reading comprehension,
vocabulary, and information acquisition, as well as reading comprehension improvement
and text engagement (volume reading, discussion and analysis of text, and writing)
fosters comprehension development, and comprehension is improved through
instructional approaches that motivate readers to read (Duke et al., 2021, p. 663-672).
To be successful in both academics and social life, students must be able to
comprehend what they read. As well as personal life reading comprehension is the
foundation of academic success for pupils, knowing everything there is to know about
3
academics reading comprehension is becoming increasingly important. As children
progress through their grades, they will see a difference in all academic topics. Students
to meet the educational requirements at school and in the classroom, students must be
able to read and comprehend. To explore issues in many academic disciplines, students
are expected to comprehend what they are reading from multiple sources (Clarke et al.,
2013).
Even though word reading has long been regarded as a core skill for the developing
of reading comprehension and fluency, in the context of intact word reading, some
children exhibit "particular" reading comprehension issues. (Koriakin, et al., 2017, p.
138-148).
Struggling readers in upper elementary, reading for comprehension is a difficult
endeavor, and how they approach it can have an impact on their subsequent engagement
and reading progress. Understanding struggling readers' engagement and reading
comprehension can be aided by a framework of mindset and accomplishment goals (Cho
et al., 2019, p. 1214-1242).
The ability to comprehend what you're reading is a crucial part of the reading
process. Children who have major reading comprehension issues are at chance for long-
term academic and social difficulties. For early, quick, and successful individuality of
children who need reading comprehension remediation, high-quality tests are required.
The development of tests for detecting children at risk for reading difficulties has
received a lot of attention, but the best combination of measures has yet to be found.

Retelling is one method that has been planned as a means of testing reading
comprehension (Thomas & Lisa B, 2012).
Making inferences from the text is one of the most common issues in reading
comprehension, particularly for kids with modest disabilities (i.e., children with learning
impairments or autism who have a high level of functioning). As a result, it is critical that
professional teach reading skills to their pupils in order to improve their capacity to
derive inferential information from texts (Jiménez et al., 2015, p. 45-50).
Even though pupils are unable to succeed because they do not properly apply their
prior knowledge, Teachers can assist them in developing and activating their prior
knowledge after they have properly comprehended a material. Using a variety of re-
reading exercises to gain information to effectively assist their kid’s teachers should have
a good understanding of the background, so they should be knowledgeable of more
complex themes. Students are familiar with, as well as issues about which they have little
prior knowledge (2012, Smith).
There are still a lot of issues with the reading learning process understanding.
Pupils sometimes are merely required to read the text aloud and then answer questions
about the text's substance. It is a method that does not require children to think for them
to participate in the active text comprehension. In fact, the communicative method will
not be isolated from each lesson. However, if a communication method is utilized in any
type of learning, the students will only be observed as a mere instrument and not just as a
subject of learning, making it impossible to improve students' thinking processes. One of
the variables in classroom methods will be the usage of appropriate tactics. Even when it
comes to learning how to read, students' reading comprehension should be improved by
the method or tactic adopted. One of the roadblocks to achieving learning objectives is a
lack of method or learning tactics. The teacher must pay close attention to the approaches
that are chosen for 5
each type of learning. The students' character Not only is it one, but it can also be another
method or strategy that is applied. Other strategies are used to keep pupils engaged in the
learning process so that they do not become tired or bored. It will be easier to provide
teaching to pupils if they are driven to study properly, and it will make learning more
enjoyable and enjoyable (Leli Sari, 2017).
The researchers wanted to pay attention to the situation of Elementary Students at
Santa Rita College of Pampanga which is reading comprehension is one of the most
problem that students facing. In this regard, the researchers sought to examine the level of
reading comprehension of the students.
The following literature were initially analyzed and appropriately reviewed to
justify the progress of the research framework:
According to Glenberg (2017), comprehension is defined as the ability to respond
appropriately to textual information. Similarly, reading interventions in the classroom
allow pupil to engage in critical reflection and text comprehension, as well as use logic to
develop sufficient replies in comprehension.

Reading allows students to become self-sufficient in comprehending complicated
literary elements while also increasing their academic and professional skills (Debruin-
Parecki et al., 2015) As a result, to help students increase their comprehension abilities,
educators must adopt educational techniques that foster critical thinking and pre-reading
(Javed et al., 2015).
Reading comprehension is a challenging ability that puts a lot of pressure on

6
children starting in primary level and continuing through secondary level. (Watson et al.,
2012, p. 79-89). According to Ntereke and Ramoroka (2017), only 14.2 percent of students
at University of Botswana perform well in reading comprehension task, scored a B (good
letter grade) which ranges from 65% - 79.9%. While, 34.3 percent of the students
performing poorly, scored a D (poor letter grade) which ranges of 40% - 49. 9%.
Reading, being one of the abilities that must be acquired to learn English, cannot be
isolated from other abilities because students' ability to master one skill will help them
master others. Reading is a complex activity that no one can completely describe.
(Ngabut, 2015). Language skills will not grow unless reading skills are mastered. A
student's ability to read is required since it allows them to strengthen their English
language skills. Students will undoubtedly be able to expand their vocabulary in English
by reading, which will ultimately aid in the development of their writing and speaking
skills. As a result, the ability to identify specific information, references, and guess word
meaning plays a significant role in deciding the reader's overall grasp of the text (Yusuf
& Nadya, 2017).

Reading comprehension scores in many people with low reading comprehension
are associated with deficiencies in their ability to read and understand the words on the
page. However, some people struggle with reading comprehension while having good
decoding skills (Wagner et al., 2021, p. 260-281) The kind of mental picture that is made
of the in-writing material determines the level of reading comprehension. The reader
constructs a mental model that includes explicit and implicit textual data, as well as their
own experiences and past knowledge (Kucer, et al., 2016).
In the Philippines, there were rules in place to foster the idea that reading is a
necessary ability for children to learn. A good example is the Department of Education
7
(DepEd) memorandum order number 67, series of 2014, which stipulates a No Read, No
Pass policy in the National Capital Region (NCR). Because reading is a learning tool that
encourages pupils to learn, this strict rule states that if students' reading skills fall below
their grade level, it causes more harm than benefit. Before being advanced to grade 2,
pupils in grade 1 are assessed on their reading abilities. If a student fails to attain the
required level of competency, he or she is relegated to the previous grade level. Despite
this strategy, however, many high school pupils still do not know how to read or are
struggle readers, according to critics (Manilyn & Marites, 2019).
To comprehend texts, good readers employ a variety of comprehension tactics.
However, many students are unaware of how to employ text comprehension tools
efficiently and meaningfully (Karbla et al., 2021, p. 553-572). According to Jingblad and
Johansson (2017), students lack the motivation, hence they must be motivated to build
independent and engaging reading habits. Although motivation is important in reading

comprehension, there are many other aspects that influence students' participation in
reading lessons (Protacio & Jang, 2016).
As stated by Lenz (2016) reading comprehension can also be influenced by the
quality of reading materials provided to students. Useful reading comprehension
strategies must be practiced by students to improve their comprehension. As a result, to
promote comprehension and enhance critical thinking in interpreting complicated texts,
language educators must apply suitable reading practices. A multitude of factors,
including cognitive, linguistic, and socio-cultural traits, impede reading comprehension,
making it difficult for language teachers to design an effective reading strategy (Alenizi,
2019).
Reading Intervention helps students enhance their reading, writing, test-taking,
and study skills at their own instructional level. Each instruction in a small group setting
is tailored to the specific needs of the students. Changing the speed of instruction
accommodates different learning rates. Reading intervention entails the development of
self-esteem through the acquisition of reading and writing skills. Students gain
confidence and improve their skills by receiving instruction in decoding, understanding,
writing, study skills, and test-taking methods across our school district's curricula and
units of study. Students read fiction and nonfiction books that are chosen to match with
regular class curricula but written at the students' teaching level. Students have a variety
of extracurricular activities to choose from (Holy, 2021). According to Rastegar et al.
(2017), Reflecting on the text and characters, rereading, intuitive pauses while reading,

note taking, and highlighted essential material in the text are all higher order thinking
reading behaviors that help students understand the book better.
Swan (2015) suggested that in this scenario, the keyword method should be used
in conjunction with a reading strategy to boost students' comprehension levels. Similarly,
Ness (2016) has illuminated the circumstances of promoting effective reading in students
and their impact on improving their level of reading comprehension, with the findings
indicating that teachers should use a clear and direct style of reading comprehension
teaching throughout reading activities.
Although the usefulness of reading strategies is widely acknowledged, language
instructors should also be aware of the importance of reading engagement (Abdelhalim,
2017). This one has been suggested that reading engagement is a precursor to pupils 9
acquiring attentiveness, which leads to students performing good in reading
comprehension (Roomy & Alhawsawi, 2019). Reading engagement accounts for
students' willingness to read, participation in social activities that encourage reading,
usage of instructional practices while reading, and the development of meanings from
texts (Protacio, 2017).
As stated by Kim Dela Cruz (2020) of Sta. Teresita Elementary School, Angeles
City, the ability to read can influence a student behavior toward education, their
relationship, and their life perspectives. Reading might be the beginning or finish of their
dreams.
Teach for the Philippines (2020) reports that the Reading Remedial Program
(RRP) in Sta. Teresita Elementary School in Angeles, Pampanga help non-readers or

pupils recognized as frustrated readers improve their literacy in Filipino and English.
This school year, the Reading Remedial Program has showed encouraging outcomes at a
large scale. 2019-2020. One of the primary goals of RRP is to acquire grade-level fluency
and comprehension in oral reading. 59 percent (161) of the 273 pupils in the study, who
represented Grades 2-6, began as non-readers, while the rest were reading at a Grade 1 or
Grade 2 equivalent level. By the end of the 40-session Filipino Module cycle, the number
of non-readers had reduced to 18% (49 students). 57 percent (115) of children improved
their reading level by at least one grade. Students can now read 14 more proper words per
minute on average, and comprehension has improved by 22% across all grade levels. The
English Reading Remedial Program included 48 children from Grades 3-6 from two
Quezon City schools. At least one reading level was gained by 35% (17) of these kids. 10
Students read 21 more appropriate words per minute on average, and their
comprehension increased by 13%. Students who take part in RRP gradually improve their
listening, speaking, and comprehension skills. They develop into skilled readers who pass
on their love of books and stories to others.
In foreign literature, reading comprehension is one of the skills that every learner
needs to master. In this study, the essence of related literature in international is to
support or clarify that reading comprehension is the foundation of academic success for
pupils and it is essential for life-long learning. Furthermore, studies have shown that there
still many students who have poor or low reading comprehension, especially, in upper
elementary. As a result, various measures must be made to address the issue.
In Philippines, reading comprehension is a challenging ability that puts a lot of
pressure on students starting in primary school and continuing through secondary level.

Also, there are rules that No read, No pass policy in the Philippines. In this study, the
essence of related literature in local is to support the various strategies and instructional
interventions that can help to develop the reading comprehension of the students.
Reading intervention allows students at their instructional level to improve their reading,
writing, test-taking, and study skills.
Foreign and local literature stated that reading comprehension is one of the most
important abilities that students must master and develop. Studies showed that learners
across the country have low reading comprehension scores. On the other hand, many
teachers and educational systems are working to improve the reading comprehension of
all students. All the related literature is important in this study because it serves as a
support
11
to clarify that there are still many problems in students ’Reading Comprehension that
need to be addressed.
This study intended to provide extensive data on the level of reading
comprehension of Students in Santa Rita College of Pampanga. This research contributed
to the increasing body of research about reading with understanding.
Conceptual Framework
The conceptual framework used for this undertaking was the Input, Process, and
Output Model of Assessment (IPO). It was developed by Hackman and Morris (1975) as
depicted in the schematic diagram.

Regarding the INPUT, the first box defined the profile of the elementary students
in terms of the following variables: age and gender.
Meanwhile, the second box represented the PROCESS of the entire research study.
Here, the survey questionnaire was enhanced and managed in a hurried manner.
Also under PROCESS were the statistical tools used in critical study of the data
collected, which was thoroughly examined.
The third box of the schematic diagram referred to the OUTPUT of the research
progress. These were the results gathered to see the Level of Reading Comprehension of
the Elementary Students.
12
INPUT PROCESS OUTPUT

 Profile of the  Data  Instructional
respondent Gathering Intervention in
 Different skill  Data Analysis enhancing the
levels of the and Statistical reading
students Treatment of comprehension
the Data of the
 Motivation that Elementary
influences the Students
reading
comprehension
of the
respondents
Figure 1: The Research Paradigm
Statement of the Problem

The major objective of this research was to know the level of reading
comprehension of the Elementary Students in Santa Rita College of Pampanga covering
the school year 2021-2022.
The study specifically aimed to address the following sub problems.
1. What was the profile of the respondents?
1.1 Age; and
1.2 Gender
2. What were the different skill levels of the students in reading comprehension
based on their profile?
3. What were the motivation that influence the reading comprehension of the
respondents?
13
4. What Instructional Intervention may be proposed in this study?
Significance of the Study
The following benefited from the results of this study:
Students. This study benefited to the students to used Instructional Intervention to
improve their skills in reading comprehension.
Teachers. This study gives information and strategies about reading
comprehension that can help in their teaching development.
School. This study showed the importance of having instructional intervention in
reading comprehension.

Future Researchers. This study served as a literature review for their future study.
Scope and Delimitation
The researchers delimited the program of interest into the Grade 6 Elementary
Department of Santa Rita College of Pampanga. This study will focus only on level of
reading comprehension and what instructional intervention maybe proposed.
Definition of Terms
The following words were specified for a better understanding of the research,
both conceptual and operational.
Comprehension Strategies. Comprehension strategies are deliberate plans — sets
of steps used by good readers to develop a good understanding of text. Comprehension
strategy instruction assists students in becoming purposeful, better readers who control
14
their own comprehension skills (C. R. Adler, 2022). In this study, the term will promote a
variety of strategies that teachers can use to effectively teach students to read
comprehensively.
Complex Text. Distinguish them from supporting details is a foundational
comprehension skill (Joan et al., 2021). In this study, the term was used to help student in
developing vocabulary and knowledge, which are both essential.
Decoding Skills. Decoding abilities are required to create sense in spoken or
written forms. These abilities are required to read, write, and speak. Word decoding is
commonly used to refer to understanding at the word level rather than comprehension of

deeper meaning. (E. Konstam and D. Neuhaus, 2011). In this study, the term was used to
help students recognize to perceive written texts as words.
Fluency. (Francine, 1997) Fluency is a widely used concept in foreign language
education, regularly contrasted with accuracy, particularly in language education. In
everyday usage, it has a broader meaning which is used as a synonym for general oral
proficiency. On the contrary, it is among the many descriptors of oral skills used to assess
linguistic competence. In this study, the term was used to help the readers to creates a
link between text recognition and understanding.
Instructional Intervention. Students who are having difficulty in reading
comprehension that can benefit from instructional interventions that track their progress.
(Andrew, 2014). In this study, the term was used as a basis or strategy to improve the
level of reading comprehension of the students.
Prior Knowledge. Prior knowledge or pre-knowledge, as defined by Aby and
Norma (2021), is the knowledge that a person has accumulated prior to a specific
15
situation. In this
study, the term was used to helps student in making a connection among old and new
information.
Retelling. Retelling is a technique for assessing a student's understanding of a tale.
Retelling is a powerful tool for both enhancing and evaluating comprehension (Jennings
et al., 2014, p. 268). In this study, the term was used to determine how effectively a
learner has understood a certain story.

Reading comprehension. Reading Comprehension is defined as the ability to
comprehend what one has read using a mixture of decoding and fluency. When a person
does not understand what they have been reading, they may read almost same
information several times before forgetting what they have read (Jenelle et al., 2021). In
this study, the term was used to see the different skill levels of the students in reading
comprehension.
Reading Remedial Program. Remedial reading is a have more program that
involves re-reading unfamiliar words until a proficiently of fluency is achieved (Robin et
al., 2013). In this study, the term was used as a proof that reading remedial is effective in
improving the level of reading comprehension of the learners.
Tactics. The practical steps you take to attain your short- or long-term objectives are
known as tactics (Tom Wright, 2022). In this study, the term was used as a strategy to
improve student’s comprehension of the material so that they can become better readers
by interacting with it
16
Chapter 2
METHODOLOGY
A research methodology is a tool for tackling a research problem in a systematic
manner. This section included an overview of the study's design, data collection
techniques, tools used to construct survey questionnaires, participants in the study, ethical
considerations, data analysis, and statistical treatment of data.

Research Design
Descriptive study tries to characterize a population, condition, or phenomenon
in a systematic and proper way. It can address the questions of what, where, when, and
how, but not why.
A descriptive study design can explore one or more variables using a range of
research methods. Unlike experimental research, the researcher doesn't really influence or
change the variables; instead, they are observed and measured (Shona, 2019).
Quantitative approaches, on the other hand, are concerned with objective
observation and statistical, mathematical, or numerical analysis of data collected through
polls, questionnaires, and surveys, as well as the manipulation of pre-exist statistical data
using computing tools. Quantitative analysis (QA) is a method for analyzing behavior
that entails mathematical and statistical modeling, computation, and research.
Quantitative analysis assigns a numerical value to a situation in order to quantify it. It's
used to calculate, estimate, and value financial instruments, as well as make predictions
about real-world occurrences (Will, 2020)

17
Participants
The researchers selected the students from grade six (6) Elementary School at Santa
Rita College of Pampanga because researchers wanted to know the different level of their
reading comprehension. The study's participants were elementary students. There were
approximately 50 participants who studied at school year 2021-2022. Yet only 58% or 29
of the Elementary student-participants responded in the survey questionnaire. As stated

by Nieto (2013), for only survey, a response rate of 20% is considered fine, whereas a
response rate of 50% is considered excellent.
Instrument
The researchers employed survey questionnaires to acquire the essential data from
the individuals’ profile. A questionnaire is a tool used for gathering primary data (Cohen,
2013). By extension, ‘primary data’ referred to data that did not exist if not for the testing
process, and it was gathered through questionnaires or interviews (O’Leary, 2014). The
researchers’ used standardized survey questionnaire. Furthermore, researchers reviewed
various stories that appropriate in the grade level of the respondents, and they have been
used in other study or tests. The researchers used Microsoft Teams and Messenger
applications to disseminate the questionnaires to the participants. The criteria for
designing a successful method of data collection were taken into consideration when
creating the instrument. Specifically, the researchers used a Likert scale, a psychometric
scale that was widely used in the questionnaire-based study. While there were other
forms of rating scales, it was the most used approach to scaling responses in survey
research. The term was also
18
used interchangeably with the rating scale. The Likert Scale properly assessed the
different options of the Elementary Student-participants.
The instrument was composed of four parts. Part 1 was focused on the profile of
the Elementary Student-participants who included their age and gender.

Part 2 was centered on the different skill levels of the students in reading
comprehension.
Part 3 what were the motivation that influence the reading comprehension of the
respondents
Lastly, 4 pertained on what instructional intervention may be proposed in this
study.
Data Collection
The researchers used a descriptive-quantitative type of research design. The
systematic procedure was performed by sending letters of consent to the Principal of
Elementary Department in Santa Rita College of Pampanga. The letters sought the
permission of the principal to allow the researchers to invite some of the students of the
Elementary to participate in their study. The researchers utilized Google Forms to create
survey questionnaires that included the inquiry about their demographic profile, on how
they understand the stories given to see their skill levels in reading comprehension, what
were the motivation that influence the reading comprehension of the respondents and
instructional intervention may be propose based on the results. After acquiring the
principles’ approval, the researchers disseminated the survey forms using Microsoft
Teams and Messenger application to the target participants. The survey forms contained
19
informed
consent which included a notice that the participants will not be compensated for their
participation and an assurance that all their information was kept private.
Ethical Consideration
In every study, researchers were required to inform their participants that their
responses are handled with confidentiality (Conelly, 2014). The researchers observed the
provisions of the Data Privacy Act (R.A. No. 10173), which served to protect all types of
data, whether private, personal, or sensitive. Before the study, the participants’ full
consent was obtained. Regulations were set to protect their privacy. Each participant
received a consent letter which outlined some of the main aspects of the study, as well as
information to level the expectations of the participants. The participants’ involvement in
the survey was entirely voluntary. They were informed that they might withdraw their
consent at any moment.
To ensure confidentiality, the questionnaire was distributed anonymously. The
participants were assured that should the research’s findings be included in presentations
or publications; all the identifiable information will be omitted to maintain privacy and
confidentiality.
To adjust the ethical principles formulated in performing research work, the
following ethical guidelines were used in the research analysis: 1) The researchers sought
permission to research selected students in Principal of the Elementary Department; 2)
The researchers sent letters to secure the consent of willing participants to take part in the
study; 3) The researchers secured the informed consent of the Elementary Student-
Participants and explained briefly their active involvement in the research study; 4) The
20
researchers
made it clear to the participants that their participation is voluntary and non-obligatory; 5)
It was clear to the participants that they can decline the invitation; and 6) The researchers

made it clear to the Elementary Student-participants that their responses were handled
with utmost respect and confidentiality.
Statistical Treatment of Data
To examine the data that they were anticipating, the researchers employed
statistical instruments.
1.Frequencies-Percentage
The frequencies-percentage method was used in determining the profiles of the
respondents in terms of demographic variables (age and gender) of the Elementary
Students at Santa Rita College of Pampanga.
2. Weighted-Arithmetic Mean
The weighted- arithmetic mean was used in determining the profile of the
respondents in terms of their level of Reading Comprehension. In particular, the mean
was denoted by x of the scores, x1, x2, x3, x4…xn as given by the formula:
x = x1, x2, x3, …xn = Σxi

n
x = Σf(x)
Σf
3. Standard Deviation
The standard deviation is a statistic that calculates the square root of the variance
21
and measures the dispersion of a data set relative to its mean. By calculating each data
point's divergence from the mean, the standard deviation is calculated as the square root
of variance.

4. Norms for Interpretation
The generated rules for interpretation were used in the proper interpretation of the
computing results.
Verbal Interpretation on the Level of Reading Comprehension in terms of different
skill levels of the students in reading comprehension based on their profile.
Numerical Values Verbal Interpretation
0-6 Very Low Reading Comprehension
7-12 Low Reading Comprehension
13-18 High Reading Comprehension
19-25 Very High Reading Comprehension
In SOP 3, to analytically examine the define preference of Elementary student-
participant, the Likert Scale using the four-point scale value was used.
Verbal Interpretation on the motivation that influence the reading comprehension of

22
the respondents.
Response Category Numerical Values Verbal Interpretation
4- A lot like me 3.25 - 4.00 Very High Motivation

23

3- A little like me 2.50 - 3.25 High Motivation
2- A little different from me 1.75 - 2.50 Low Motivation
1- Very different from me 1.00 - 1.75 Very Low Motivation
Chapter 3
RESULTS AND DISCUSSION

This Chapter deals with the presentation, analysis, and interpretation of the results
of the study on The Level of Reading Comprehension of Elementary Students: Basis for
Instructional Intervention. The research problems in Chapter 1, serve as the guide for the
presentation, analysis, and interpretation of data.
1.0 Profile of the Respondents
Age 11 Percent Age 12 Percent Total

Boys 6 54.55% 5 45.45% 11
Girls 10 55.56% 8 44.44% 18
Total 16 55.17% 13 44.83% 29
1.1 Age
Table 1. Frequency Distribution of the Respondents According to Age
It could be seen from Table 1, that out of 29 respondents, 16 or 55.17% are of age 11 and
13 or 44.83% were of age 12. The table only showed how many were those of age 11 and
those of age 12 years old with their corresponding percentage.
Barrington (2020) claims that children aged 11 to 12 can understand layered writing.
Children may distinguish between multiple purposes in a text. They are becoming more
self-sufficient in their reading and viewing of a variety of literal, factual, and multi modal
texts.
The researchers concluded that the pupils in the Middle Ages continue to expand their
24
vocabulary and read more complex text. They can also analyze a text to generate and
accurate, unbiased summary that provides alternate perspectives on central, such as
discussion genre.

1.2 Gender
Frequency Percent
Boys 11 37.93%
Girls 18 62.07%
Total 29 100%
Table 2. Frequency Distribution of the Respondents According to Gender
Table 2 reveals that out of the 29 respondents 11 or 37.93% are boys and 18 or
62.07% are girls. This table shows that there are seven more girls than boys. The gender
aspect has an impact on reading comprehension. Boys and girls have varied abilities in
terms of skills. Different strategies are used differently by men and women. Males and
females typically learn and utilize language in different ways. This distinction can also be
seen in reading comprehension. The pattern can be deduced from the results of boys’ and
girls' reading abilities. However, there is a reason why some girls have good reading
comprehension while other boys have low reading comprehension. That phenomenon
must have some influences.
Gender pertains to the social characteristics of people which are usually associated
with being male or female (Millard, 2015). Disparities in intellectual activities, such as
reading, are frequently caused by differences in the learner's gender identity. Male and
female features are stronger predictors of a learner's reading ability and motivation to
25
read (Yadollah et al., 2015).
The researchers then concluded that female students were more capable in reading
comprehension than male students because female tend to read more books than men.

2.0 Level of Reading Comprehension
2.1 Different Skill Levels of Females in Reading Comprehension
Score Frequenc Percent Mean Std. Verbal Interpretation

Range y Deviation
%
0-6 0 0 0 0
7-12 0 0 0 0
13-18 1 5.56% 15 0 Very High Reading

Comprehension
19-25 17 94.44% 23.06 1.71
Total 18 100% 22.61 1.62
Table 3. Frequency Distribution of the Female Respondents in Reading Comprehension
Table 3 had clearly shown the different skill level of reading comprehension of the
female respondents. It can be seen where 17 out of the 18 female respondents or 94.44%
had score range 19-25 which indicated a very high reading comprehension and only 1 or
5.55% performed a high reading comprehension.
To back up this claim, girls have strong reading comprehension skills because they
prefer to read in their spare time. Girls can correctly answer questions with an actual
value of 48%. The findings revealed that girls perform better in terms of reading
comprehension (Fauzan, 2015). According to Arellano (2013), female students in all

26
European countries had a greater success in literal reading.
The researchers concluded that the female students were exemplified very high
reading comprehension skill. In this study, the research had proven that these students are

ready to explore more complex texts or story to continuously widen their vocabulary and
reading comprehension skills.
2.2 Different Skill Levels of Males in Reading Comprehension

Score Frequency Percent Mean Std. Verbal Interpretation
Range % Deviation
0-6 0 0 0 0
7-12 1 9.09% 10 10
13-18 2 18.18% 16 1.41 Very High Reading
Comprehension
19-25 8 72.73% 22.86 1.55
Total 11 100% 20.44 2.92

Table 4. Frequency Distribution of the Male Respondents in Reading Comprehension
Table 4 has clearly shown the different skill level of reading comprehension of the
male respondents. It can be seen where 8 out of the 11 male respondents or 72.73% have
very high reading comprehension. 2 out of 11 male respondents or 18.18% have high
reading comprehension and only 1 or 9.09% of male respondents have low reading
comprehension. Considering the Table 3 and 4, it can be analyzed that there is not so
much distinction as to the level or skill of reading comprehension as far as gender is
concern the weighted average mean has proven it is also having scores of 22-23 within
the score range of 19-25.
To support, Steven (2014) discovered gender disparities in reading, with boys
having more difficulties than girls. According to Jefi Fauzan (2015), the gender terms for
27
boys and

girls are the same across the world; girls enjoy reading activities while boys despise
them. However, not all countries report the same data on boys' underachievement. In fact,
in certain countries, boys perform better in reading comprehension than girls.
The researchers conclude that most male students also exemplified very high
reading comprehension skills, but there still students performed low level-skill. In this
study, the research has proven that these students need more to enhance their reading
skills.
Age Frequency Percent Mean Std. Deviation Verbal Interpretation

%
11 16 55.17% 22.5 2.10 Very High Reading
Comprehension
12 13 44.83% 21 4.76 Very High Reading

Comprehension
2.3 Different Skill Levels of Age in Reading Comprehension
Table 5. Frequency Distribution of the Age 11 and 12 Respondents in Reading

Comprehension
Table 5, exhibited that respondents aged 11 and 12 have very high reading
comprehension which indicates that their age does not make any difference, as can be
seen from their computed weighted mean, within the range of 21-22.
To support, according to Michelle (2021), most children begin to reason, think
abstractly, and use reasoning between the ages of 11 and 12. They are strong readers who
are constantly expanding their vocabulary. In reading, children this age can comprehend
both concrete and abstract concepts. They can also comprehend proverbs and recognize
character features in relation to the story.

28
The researchers therefore conclude that the students ages 11 and 12 has a same skill-
level in reading comprehension. In this study, the research has proven that their age does
not make any difference and these students are ready to expand their vocabulary and
critical thinking skills.
3.1 MOTIVATION THAT Mean Std. Verbal

INFLUENCE THE
READING deviation Interpretation
COMPREHENSION
1. I like it when the question in 2.88 0.88 High Motivation
books make me think.
2. I like being the best at 2.88 0.93 High Motivation

reading.
3. I read to improve my grade. 3.24 0.93 High Motivation
4. If the teacher discusses 3.52 0.87 Very High Motivation

something interesting, I might
read more about it.
5. I like hard, challenging 2.36 0.86 High Motivation

books.
6. I enjoy a long, involved 3.48 0.71 Very High Motivation

story of fiction book.
7. I am a good reader. 3.12 0.78 High Motivation
8. I usually learn difficult 3.20 0.91 High Motivation

things by reading.
3.0 Motivations that Influence the Reading Comprehension

29
9. I like to read about new 3.76 0.32 Very High Motivation

things.
10. I always do about reading 3.20 0.91 High Motivation

work exactly as the teacher
wants it.
11. I have favorite subject that 3.60 0.50 High Motivation

I like to read.
12. It is very important to me 3.44 0.82 Very High Motivation

to be a good reader.
13. I read to learn new 3.48 0.65 Very High Motivation

information about topics that
interest me.
14. Finishing every reading 3.24 0.78 High Motivation

assignment is very important to
me.
15. I always try to finish my 3.48 0.79 High Motivation

reading on time.
Weighted Mean (Average) 3.25 O.78 Very High Motivation
Table 6. Mean Score of the Participants’ Motivations that Influence the Reading
Comprehension
Table 6 manifested the motivation that influence the reading comprehension of the
respondents on having a very high outcome which were as follows: (1) When the teacher
discusses something interesting which they like best; (2) They enjoy an along-involved
story of fiction books; (3) They like to read new things; (4) They believed that it is

30
important for them to be a good reader; (5) They read to learn new information about
topics that interest them.
Among the elementary students who obtain a mean of 3.25 and standard deviation of
0.78 which indicates that the students have Very High Motivation in reading
comprehension. The item ‘I like to read about new things’ got the highest mean of 3.76
with standard deviation of 0.32 and the ‘I like hard challenging books’ got the lowest
mean of 2.36 with standard deviation of 0.86. It means that the students were mostly
motivated when they read about new things.
To support, according to Ahmadi (2017), one of the most essential aspects that
influences language learning is motivation. Reading motivation is one of the most
significant characteristics that receives special attention in foreign language training.
Studies on reading motivation have recently attracted a lot of attention. Reading
motivation, according to Hairul et al., (2012), has a strong impact on reading
comprehension. Reading motivation affects all aspects of motivation and reading
comprehension strategies in different situations, according to the study. They also
highlighted that students' motivation has a direct impact on their reading; this indicates
that pupils with higher reading motivation are more likely to read more widely. As stated
by The University of Stavanger (2018) as we look at how reading skills are tested in these
tests, motivation is very important. Motivation to give it one's all, to read the texts
thoroughly, and to genuinely solve tough written assignments. Differences in motivation
to complete the tests could justify why girls appear to read better than boys in school but
not in adulthood.

31
With this text, it is evident that most of the students have a high motivation when it
comes in reading comprehension. In this study, the research has proven that the students
performed well in reading comprehension when they have a variety of motivation that
can influence them to keep enhancing their skill in reading comprehension.
4.0 What instructional intervention maybe proposed in this study?
Area of Concern Proposed Enhancement Expected Output
1. Vocabulary 1. Before the start of the 1. The students will now

lesson, the teacher must give easily understand the story
the meaning of vocabulary because the words used are
words. already explained before the
lesson.
2. Students will no longer
2. Teachers should not give difficulty understanding the
difficult words, simply use words because the words
synonyms that are easier to used by the teacher are not
understand. that hard.
2. Critical thinking 1. The teacher must make 1. The students will now
sure to keep asking a question identify the important part of
in every part of story. the story, like, the main
character and the plot of the
story.
2. Students will now be
2. After reading the story, the encouraged to read more
teacher must instruct to give a often; they will also be
reflection paper to the encouraged to master content
students as an activity. and build monitoring, self-
evaluation, and reflection
abilities.
Table 7. Instructional Intervention

32
Chapter 4
CONCLUSION AND RECOMMENDATION
This section concisely and thoroughly discussed the summary of the findings, the
conclusions that were drawn, and the recommendations that were planned based on the
results of the study.
Summary of Findings
The summary of findings of the study was provided below:
1. What was the demographic profile Elementary Students in terms of age and gender?
Out of 29 respondents, 16 or 55.17% are of the age 11 and 13 or 44.83% are of
age 12. This indicated that most of the respondents were between the ages of middle
childhood and preteens. On the other hand, out of 29 respondents 11 or 37.93% are boys
and 18 or 62.07% are girls. This indicated that girls are more than the boys.
2. What are the different skill levels of the students in reading comprehension based on
their profile?
In different skill levels of Elementary Students, girls showed very high-level skill
with an average weighted mean 22. 61, while boys showed high-level skill with an
average weighted mean 20.44. In terms of age, respondents ages 11 and 12 performed
very high reading comprehension which indicates that their age does not make any
difference.

33
3. What motivation that influence the reading comprehension of the respondents?
All the twenty-five student-participants got high and very high motivation which
obtain a general weighted mean of 3.25. According to the data gathered, students gave
themselves a very high motivation in 5 of the 15 questions, while the remaining 10
questions students gave themselves a high motivation.
4. What Instructional Intervention may be proposed in this study?
Based on the results, 25 out of 29 students got very high reading comprehension.
While 3 out of 29 students got high reading comprehension and only 1 student got low
reading comprehension. Therefore, there still students need enhancement on their reading
comprehension skill. So, the researchers proposed four (4) Instructional Interventions in
enhancing the vocabulary and critical thinking of the students.
Conclusion
1. The researchers concluded that the pupils in the Middle Ages continue to expand
their vocabulary and read more complex text. Female students are more capable
in reading comprehension than male students because female tend to read more
books than men.
2. The researchers conclude that the female and male students with the age of eleven
(11) and twelve (12) are exemplified very high reading comprehension skill. But,
there still students performed low level-skill. In this study, the research has
proven that there are some students need to enhance their reading skills.
3. It is evident that most of the students have a high motivation when it comes in
reading comprehension. In this study, the research has proven that the students

35
34
performed well in reading comprehension when they have a variety of motivation
that can influence them to keep enhancing their skill in reading comprehension.
4. The researcher concluded that some of the students are still needed to enhance
their reading comprehension skills. In this study, researchers proposed four (4)
Instructional Intervention in enhancing the vocabulary and critical thinking of
those students.
Recommendation
Following are the recommendations produced by the researchers:
1. Since most of the respondents in Santa Rita College of Pampanga were between the
ages of middle childhood and preteens, researchers recommend to the teachers that they
look for the books that appropriate in their age level of their students and books they will
like. When a student enjoys what he or she is reading, it can boost their interests in
reading and helps students to think critically and improve their comprehension skills.
2. According to the data gathered, even though elementary respondents exemplified very
high reading comprehension, there still student got low-level skill in reading
comprehension. The researchers recommend to the students to have a private tutor that
will help them to improve their reading comprehension skills.
3.The study showed that most of the results have "High Motivation" in reading
comprehension. To further develop their reading comprehension level, the researchers
recommend to enhance their motivation or adopting new strategies that fit in their
interests to highly motivate them in reading comprehension.

4. Researchers recommend to used various instructional intervention in the school to
improve the level of reading comprehension of Elementary Students. Reading
Intervention allows students at their instructional level to improve their reading, writing,
test-taking, and study skills.

36
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41
Appendix A
LETTER TO THE PARTICIPANTS
March 30, 2022
Dear Grade, 6-Participants,
Greetings of LOVE and Pastoral Understanding!
We are Joyce Garcia, Kathleen Martin, Shane Paguio, and Ciara Kaye Santos, third
year (Bachelor of Elementary Education Major in General) in Santa Rita College of
Pampanga. Presently, we are in the process of writing our thesis entitled: “LEVEL OF
READING COMPREHENSION OF ELEMENTARY STUDENTS: BASIS FOR
INSTRUCTIONAL INTERVENTION”.
In line with this research undertaking, we are humbly seeking for your help through your
inter- active involvement through answering the specific questions in the Survey
Questionnaire.
Articulated below are the essential information in compliance with the research norms in
asking informed consent from the expected participants of the study:
1. The primordial aim of this study is to solicit essential information on the "LEVEL OF
READING COMPREHENSION OF ELEMENTARY STUDENTS: BASIS FOR
INSTRUCTIONAL INTERVENTION”.
2. The Grade 6 students are the participants of the study.
3. Your active involvement in this study is on a voluntary basis; therefore, you will not be
compensated in this study.
4. Please be assured that your identity will be protected, and the results will be treated
with utmost concern and confidentiality.
Respectfully,
Garcia, Joyce, C.
Martin, Kathleen, C.
Paguio, Shane, P.
Santos, Ciara Kaye, D.
Researchers

42
APPENDIX B
THE SURVEY QUESTIONNAIRE
PART 1: DEMOGRAPHIC PROFILE
Age: ________________ Gender: ________________
PART 2: READING COMPREHENSION TEST

Instructions: Read the stories carefully and choose the correct answer in each question.
The Rabbit and the Turtle

One day a rabbit was boasting about how fast he could run. He was laughing at the turtle
for being so slow. Much to the rabbit's surprise, the turtle challenged him to a race. The
rabbit thought this was a good joke and accepted the challenge. The fox was to be the
umpire of the race. As the race began, the rabbit raced way ahead of the turtle, just like
everyone thought. The rabbit got to the halfway point and could not see the turtle
anywhere. He was hot and tired and decided to stop and take a short nap. Even if the
turtle passed him, he would be able to race to the finish line ahead of him. All this time
the turtle kept walking step by step by step. He never quit no matter how hot or tired he
got. He just kept going. However, the rabbit slept longer than he had thought and woke
up. He could not see the turtle anywhere! He went at full-speed to the finish line but
found the turtle there waiting for him.
1. Who was boasting?

a. the turtle
b. the fox
c. the rabbit
2. Who could run fast?
a. the fox
b. the rabbit
c. the turtle

43

APPENDIX B (continued)
3. Who wanted to challenge the rabbit to a race?

a. the rabbit
b. the turtle
c. the fox
4. What happened at the start of the race?
a. The rabbit took a nap.
b. The turtle ran ahead.
c. The rabbit ran ahead.
5. What happened at the half-way point?
a. The rabbit stopped to take a nap.
b. The turtle went past the rabbit.
c. The turtle took a nap.
6. What did the turtle do?
a. He stopped for a drink of water.
b. He kept walking, step by step.
c. He stopped for a rest.
7. Who won the race?
a. the rabbit
b. the turtle
c. the fox
8. What lesson do we learn from this story?
a. To succeed, we must keep going and not quit.
b. Turtles go faster than rabbits.
c. A turtle should not challenge a rabbit to a race.

44

The Wind and the Sun

One day there was an argument between the wind and the sun. Both said they were
stronger than the other. They saw a man traveling on the road and decided to make a test
to see which was stronger and able to get the man’s coat off.
The wind began to blow and blow very hard. He nearly ripped the coat from the man’s
back but the man grabbed the coat and wrapped it even more tightly around himself and
kept going. The wind got tired because the man just kept his coat on.
Then the sun tried. He shone brightly and the clouds disappeared. Soon the air was warm
and dry and the sun kept on shining. Soon the man had sweat running down his face. He
was so hot that he finally took off his coat and carried it, looking for a shady spot to rest.
1. The wind and sun were having a _____

A. song time.
B. fight.
C. argument.
2. The sun and wind each said they were _____
A. nicer than the other.
B. stronger than the other.
C. smart.
3. The wind and sun decided to make a man _____
A. gets mad.
B. whistle a tune.
C. take off his coat.
4. The wind tried but the man ______
A. wrapped his coat around him tighter.
B. put his coat over his head.
C. threw his coat on the ground.
5. The sun shone brightly and ______
A. the clouds disappeared.
B. the rain fell.

45

C. the wind blew harder.
6. The sun made the man _______

A. sweat and get hot so he took off the coat.
B. smile and sing.
C. wrap his coat around him tight.
7. The winner of this test was the _____
A. wind.
B. man.
C. sun.
8. It is more powerful to _____
A. give in to people all the time.
B. try to persuade them to understand you.
C. force people to do as you like.
The Dog and His Reflection

A dog carrying a nice piece of meat that he had stolen, was crossing a log over a river on
his way home. He saw his reflection in the water and saw another dog with a wonderful
piece of meat in its mouth. The dog thought it was another dog and he wanted that piece
of meat also. So he snapped at it greedily. However, when he did this, he dropped the
piece he had and the reflection disappeared as well.
1. The piece of meat the dog had was _____

A. stolen.
B. given to him.
C. not real.
2. The dog had to cross over a _____
A. ravine.
B. river.
C. restaurant.
46

3. The dog looked down into the water and saw _____
A. his reflection.
B. another real dog.
C. a frog.
4. The dog thought that the dog he saw in the water was _____
A. his own reflection
B. a real dog.
C. a ghost.
5. When he saw another piece of meat, the dog felt ______
A. sad.
B. greed.
C. happy for that dog.
6. The dog on the log snapped at the other dog. Snapped means ______
A. growled and tried to bite.
B. smiled.
C. laughed
7. The dog dropped the meat and the other dog ______
A. disappeared.
B. at the meat.
C. growled back.
8. The lesson is that greed ______
A. is how dogs act.
B. makes us rich and happy.
C. gets us nothing.

47

PART 3: MOTIVATIONS FOR READING (QUESTIONNAIRES)

Survey Questionnaire A lot A little A little Very
like me like me different from different from
me me
(4) (3)
(2) (1)
1. I like it when the
question in books make
me think.
2. I like being the best at
reading.
3. I read to improve my
grade.
4. If the teacher
discusses something
interesting, I night read
more about it.
5. I like hard,
challenging books.
6. I enjoy a long,
involved story of fiction
book.
7. I am a good reader.
8. I usually learn difficult

things by reading.
9. I like to read about

new things.
48
APPENDIX C (continued)
10. I always do about
reading work exactly as
the teacher wants it.
11. I have favorite

subject that I like to read.
12. It is very important

to me to be a good
reader.
13. I read to learn new
information about topics
that interest me.
14. Finishing every

reading assignment is
very important to me.
15. I always try to finish

my reading on time.
49

APPENDIX C
LETTER TO THE AUTHOR
March 29, 2022
Agendaweb.org
Dear Ma’am/Sir:
Greetings of Love!
year (Bachelor of Elementary Education Major in General in Sta. Rita College of
Pampanga). San Jose, Sta. Rita Pampanga. At present, we are in the process of writing
our thesis entitled: “Level of Reading Comprehension of Elementary Students: Basis
for Instructional Intervention”.
In connection with this, we are humbly seeking permission to use your 3-story titled; The
Rabbit and the Turtle, The Wind and the Sun, and The Dog and His Reflection as a
survey questionnaire in our thesis.
Thank you in anticipation for your favorable response.
Respectfully,
Garcia Joyce C,
Martin Kathleen C,
Paguio Shane P,
Santos Ciara Kaye D,
Researchers
50
APPENDIX C (continued)
LETTER TO THE AUTHOR
March 29, 2022
Karen L. Sanford
Dear Ma’am:
Greetings of Love!
year (Bachelor of Elementary Education Major in General in Sta. Rita College of
Pampanga). San Jose, Sta. Rita Pampanga. At present, we are in the process of writing
our thesis entitled: “Level of Reading Comprehension of Elementary Students: Basis
for Instructional Intervention”.
In connection with this, we are humbly seeking permission to use your Motivation for
Reading Questionnaire as a survey questionnaire in our thesis.
Thank you in anticipation for your favorable response.
Respectfully,
Garcia Joyce C,
Martin Kathleen C,
Paguio Shane P,
Santos Ciara Kaye D,
Researchers

51
APPENDIX D
LETTER TO THE PRINCIPAL
52
APPENDIX E
CERTIFICATION FOR STATISTICAL TREATMENT

53
APPENDIX F
CERTIFICATE FOR GRAMMAR

54
APPENDIX G
CERTIFICATE OF PLAGARISM REVIEW
55
APPENDIX H

DEFENSE DOCUMENTATION
56
APPENDIX I
Joyce C. Garcia
Zone 1, Natividad, Guagua Pampanga
Contact No. 09950570974
Email Address: Garciajoycecastillejo212608@gmail.com

PERSONAL INFORMATION
Date of Birth : June 26,1995

Place of Birth : Natividad Guagua Pampanga
Age : 26
Gender : Female
Civil Status :
Single
EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Elementary Education

San Jose, Sta. Rita, Pampanga
2022-present
Secondary : Natividad High School
Natividad Guagua Pampanga
2012-2013
Primary : Natividad Elementary School
Natividad Guagua Pampanga
57
2008-
2009
Kathleen C. Martin
Zone 3, San Agustin, Sta. Rita Pampanga
Contact No. 09361156219
Email Address: Kathyyyyycalo@gmail.com
Date of Birth : November 29, 2000

Place of Birth : San Agustin Sta Rita Pampanga
Age : 21
Gender : Female
Civil Status : Single

2022-present
Secondary : ASSET Center of Learning
San Agustin Sta Rita Pampanga
2018-2019
Primary : V. De Castro Elementary School
Sta Monica Sta Rita Pampanga
2012-2013
58
Shane P. Paguio
Zone 2, San Agustin, Sta. Rita Pampanga
Contact No. 09482065002
Email Address: shengpanlilio20@gmail.com
Date of Birth : October 20,, 2000

Place of Birth : Sta Rita Pampanga
Age : 21
Gender : Female

2022-present
Secondary : ASSET Center of Learning
San Agustin Sta Rita Pampanga
2018-2019
Primary : V. De Castro Elementary School
Sta Monica Sta Rita Pampanga
2012-201
59
Ciara Kaye D. Santos

330, San Jose, Sta. Rita Pampanga
Contact No. 09461754819
Email Address: ciarakaye52@gmail.com
Date of Birth : January 16,1999

Place of Birth : Sta. Rita Pampanga
Age : 23

Gender : Female

2022-present
Secondary : Santa Rita College of Pampanga
2018-2019
Primary : Virgen Delos Remedios Elementary school
Angeles City
2011-2012

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Republic of the Philippines

SANTA RITA COLLEGE OF PAMPANGA

LEVEL OF READING COMPREHENSION OF ELEMENTARY STUDENTS:

BASIS FOR INSTRUCTIONAL INTERVENTION

Bachelor of Elementary Education

Santa Rita College of Pampanga

LEVEL OF READING COMPREHENSION OF ELEMENTARY STUDENTS

This thesis entitled, Level of Reading Comprehension of Reading Comprehension of

JOSHUA ABEL A. AYSON

Passed by the Committee on Oral Examination with a grade of ___ on April

SHAREEN JENISE ALVARO-CARLOS, LPT, MPA

KATRINE B. BONIFACIO, LPT ALYSSA MARIE C. MANALO

MARY ROSE IPAC-AYSON, LPT, MAEd ANGELITA Z. PASCUAL, RCE,

SHAREEN JENISE ALVARO-CARLOS, LPT, MPA

SANTA RITA COLLEGE OF PAMPANGA

LEVEL OF READING COMPREHENSION OF ELEMENTARY STUDENTS

valid. The researchers might want to offer their thanks to:

Ayson, their adviser, for their assistance in completing this work.

The panelists, with special appreciation to Mrs. Shareen Jenise L. Alvaro-Carlos,

statistician, who contributed a big help to this study.

The participants, the Grade 6 elementary students at Santa Rita College of

express their deepest gratitude for their time and effort.

Mrs. Shareen Jenise L. Alvaro-Carlos, Dean of the College of Education, whose

The unidentified individuals who have contributed significantly to motivating the

assistance of those who support them; and

whose always guide us to our success.

SANTA RITA COLLEGE OF PAMPANGA

Comprehension of Elementary Students: Basis for Instructional Intervention. The

researchers used a descriptive-quantitative type of research design. Descriptive research

attempted to characterize a population and condition. Quantitative approaches focused on

questionnaire. To analyze data, the researchers used statistical instruments namely,

frequencies-percentage method, weighted-arithmetic mean and standard deviation in

determining the profile of the respondents in terms of demographic variables as well as

their level of reading comprehension of elementary students.

The researchers presented a summary of studies from Sixty-five (65) different

summary of findings, the researchers concluded that Grade 6, Elementary Students of

SANTA RITA COLLEGE OF PAMPANGA

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem………………………………………...........

SANTA RITA COLLEGE OF PAMPANGA

Scope and Delimitation……………………………………………….. 13

Statistical Treatment of Data…………………….……………………...

Chapter 3: RESULTS AND DISCUSSION

Frequency Distribution of the Respondents According

Frequency Distribution of the Respondents According

SANTA RITA COLLEGE OF PAMPANGA

Frequency Distribution of the Female Respondents According

to different skill- level……………………………………………

Frequency Distribution of the Male Respondents According

to different skill- level……………………………………………

Frequency Distribution of the Age 11 and 12 Respondents According

Mean Score of the Participants’ Motivations that Influence

the Reading Comprehension ………………...............................

Chapter 4: CONCLUSIONS AND RECOMMENDATIONS

SANTA RITA COLLEGE OF PAMPANGA

SANTA RITA COLLEGE OF PAMPANGA

LEVEL OF READING COMPREHENSION OF ELEMENTARY STUDENTS