READING SPEED AND READING COMPREHENSION

HOLY CROSS OF MALITA, INC.

Senior High School

Malita, Davao Occidental

Submitted by:

Jonnalyn C. Rosario

Grade 12- St. John Marrie Vianney

Submitted to:

Mr. Neil Pelayre

July 2018
 ABSTRACT

The purpose of this study is to determine the relationship between Reading Speed and
Reading Comprehension. In order to calculate the Reading Speed and Reading Comprehension
level, the selection of respondents was done although the respondents is only limited to Grade 12
students of Holy Cross of Malita Inc. The study utilized the correlational design and used
standardized questionnaires for each indicator. The questionnaires were personally conducted by
the researcher to immediately retrieve after managing the instrument to gain research results. The
10 respondents are the senior high school students of Holy Cross of Malita Inc. Mean was
employed to analyse the relationship between Reading Speed and Reading Comprehension. As
the relationship between Reading Speed and Reading Comprehension of Grade 12 students has
computed with p-value 0.01, the p-value is lesser than significant of 0.05 were the hypothesis has
rejected the null. Therefore, there is a strong significant relationship between Reading Speed and
Reading Comprehension of the Grade 12 Senior High school students and the researcher had
rejected the null hypothesis.
 INTRODUCTION

Reading is defined as the process of watching at a series of written symbols and getting
meaning from them. A fact that when we read, we use our eyes to get written symbols and we
use our brain to change them into words, sentences and paragraph that connects something to us
(English Club, n. d.).

In the global context, over the hundred decades, there has been an increased focus
nationally on the development of literacy for all students. This will enlarge emphasis has
produced several significant documents to support teachers in providing effective reading
instruction to prevent reading difficulties (National Research Council, 1998) and to increase
overall reading performance (National Reading Panel [NRP], 2000). In every document
identified reading comprehension as an important literacy product for students and the vital goal
of reading instruction (Coyne et. al, 2010). According to Hale & Snyder (2006), the other
problem was children can memorize words by sight instead of developing word attack or reading
decoding skills. This is the common problem in children who have reading LDs. The
memorizing strategy allows children to guess most words in early grades from the first letter or
whole word configuration and still reach averages scores on most reading tests.

They struggle often with virtual word reading tasks. Though these children may not be
recognized with a reading LD, because of their average scores in early grades, later in
elementary school they may have significant reading problems (Berninger et al., 2000; Hale et
al., 2008).The co-occurrence of reading comprehension problems for first language Chinese and
second language English and related longitudinal reasoning linguistic connects in each language
were investigated. The occurrence rate for being poor in both was 52.94% suggesting that
approximately half of children who are at risk for English reading comprehension difficulty
(Tong et. al, 2017). The literature has shown that comprehension strategy instruction, including
numerous reading strategies, have been correct in being useful to helping learners become
strategic readers and improve their reading comprehension (Klapwijk 2012; Medina 2011; Fan
2010; Antoniou & Souvignier 2007). It is also essential to provide learners with a reading
strategy instruction which focuses on teaching reading strategies that can help them become
strategic readers. According to Alfassi (2010) requires that learners intentionally engage in
planned actions under their control, in the manner that proficient readers do when they encounter
difficulty in comprehending a text. According to Philippines Basic Education (2012), it was
stated that reading comprehension was the most common problem in the Philippines when it
comes to reading skills difficulties. According to the study of Cabardo (2016), the result stated
that majority of the students fitted to frustration level of reading skill in silent reading while in
instructional level for the oral reading in which majority of the males less proficient in reading
compared to females in both silent reading.
 METHODOLOGY

Research Design

This study used a correlational type of research. A correlational type of research tends to
explain the relationship between two variables and it determines whether two variables are
correlated or not correlated. The researchers aim to know if there is a significant relationship
between Reading Speed and Reading Comprehension.

Research Locale

The study was conducted at Holy Cross of Malita, Inc., located at Manuel Peralta St.
Poblacion Malita Davao Occidental. The Holy Cross of Malita, Inc. is a Christian School that is
administered by the Sisters of the Presentation of Mary.

Research Respondents

The respondents in the study were the Grade 12 Senior High School students of Holy Cross of
Malita and with a total of 10 students as respondents in which a random sampling technique was used.
These students are from Saint John Marie Vianney Class.

Research Instrument

The instrument that was used during the gathering of data was in a form of Liker Scale. The
Liker Scale is in a four point level type of questionnaire and was divided into two, the Reading
Speed and Reading Comprehension with 30 questions as an overall total. The questionnaire was
divided into six indicators and each of it contains five questions.
 RESULTS, ANALYSIS AND DISCUSSION

In this part, the researcher presents the tabulated data. Each presentation was done by
order according the research questions in the statement of the problem.

Table 1. The Distribution of the result from the Instrument

Table 2.1. The Correlational computation of the Variable X

Table 2.2. The Correlational computation of the Variable Y.

Table 3. The Regression

Table 4. Reading Speed and Reading Comprehension

Indicator Mean Coefficient P-Value Decision

Reading Speed 1.893333 3.05 0.01 Reject Null

Read
Comprehension 2.06
The table 4 shows the correlation between Reading Speed and Reading Comprehension of Grade
12 students. The relationship between Reading Speed and Reading Comprehension holds a
significant correlation of 0.5 with the p-value of 0.01. Therefore, with the p-value being lesser
than the set level of 0.05, there is a strong significant relationship between the two variables.
That is why the researcher rejects the null hypothesis.

The results imply that the students low reading speed have a strong significant
relationship towards reading comprehension due to its p-value.