Research-Chapter-1-5 (Edited)

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St. Augustine Catholic School-Dumangas, Inc

Dela Rama St., Dumangas Iloilo
“The Level of Reading Readiness of Grade 7 Students of St. Augustine Catholic

School, Academic Year 2022-2023”
A Thesis Presented to the Faculty of St. Augustine Catholic School Dela Rama St.,
Dumangas, Iloilo
In Partial Fulfillment of the Requirements for Graduation in Senior High School
By
Roosevelt Descaya
Al Joseph Destua
Rey Angelo Deveza
Ena Kristelle De Nuevo
Bhea Bianca Dequito
Beverly Joy Dichoso
Ysabelle Hope Digna
Stephanie Doria
April 2023
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Approval Sheet
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Acknowledgement
The researchers would like to express their heartfelt gratitude and sincerest
appreciation to the following persons who assisted, facilitated, and guided them for
the success of their research paper.
First and foremost, to the Lord Almighty who always give the researchers all
the blessings, the spirit of wisdom and knowledge that inspire them to pursue this
study.
To our dear parents who are always there to give us moral, emotional,
especially financial support and for their selfless and never ending love which inspires
the researchers to continue this study despite all the challenges and difficulties. A
milllion thanks to you.
To Mr. Rufel A. Batallones, research adviser for sharing his knowledge
without hesitation, for giving the researchers the attention they needed, and for
motivating them to develop their self-confidence and intelligence.
Instr. Michelle Dechavez, thesis statistician for extending her valuable time
and full understanding, noble assistance and interpretation of the researchers' data
gathered.
To Mrs. Carmela Lanzar, Mrs. Joe Ann Adelantar, Mrs. Ivy Cruz, and Ms.
Arvhle Glenn Casicas our panel members for the recommendation and suggested
revisions in the deliberation of the study.
Lastly, to our dear Alma Mater for providing us with a nurturing environment
especially the support of our teachers. The motivation and encouragement you have
extended to us is very inspiring and encouraging.
To God be all the honor and glory, forever and ever.

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Foreword
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Abstract
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CHAPTER I
INTRODUCTION
Background of the Study
Learning how to read is a crucial part of developing your linguistic abilities. It is
an essential part of any kind of learning, formal or otherwise. The ability to read is a
receptive skill because it requires one to be able to make sense of the symbols of a
language that have been written down or graphically represented. Reading reveals the
wealth of information waiting to be discovered, and the skills and understanding acquired
through reading make it possible for individuals to contribute to and benefit from the
global culture and civilization in which they find themselves. For this reason, instilling a
love of reading in everyone, beginning with young children, is crucial if we are to gain
access to the wealth of information available in the world.
According to Shihab (2019), reading is more than just passively taking in
information; rather, it is an interactive process in which the reader actively produces
meaning through a series of mental processes. The relationship between the reader and
the text is obviously dynamic. Because critical reading is connected to thinking, it is
impossible for us to read without first thinking about what we are reading. The ability to
predict, acknowledge, compare, evaluate, and make decisions is all necessary for critical
reading. Therefore, it is possible to classify reading as a receptive skill requiring the
ability to recognize and make sense of written symbols. Perhaps this is what McGrath
(1995) means when he defines reading as an "active thinking process" that requires
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making sense of what you are reading, making associations between new information and
what you already know, and structuring everything you have read so that it is easy to
remember and apply. Mastering the language's alphabet and the reading skills necessary
to use it effectively are essential first steps in learning to read (Okwilagwe, 1988). The
skills should be taught well because anyone who wants to make a living by exploring the
universe will find them useful. A child's readiness to read can be measured by how well
they know and use the alphabet of the language they are learning.
This study is extremely significant because of the fact that children in today's
society spend countless hours being distracted by derivative forms of media such as
television, computers, and other technologies designed specifically for children. It is
therefore absolutely necessary to reawaken a culture of reading among children who are
exposed to a variety of other ways to spend their leisure time. One of the ways to help
children imbibe a reading culture is to get them reading-ready.
Statement of the Problem
This study aimed to determine the reading readiness of grade 7 students at St.
Augustine Catholic School for the school year 2022-2023.
Specifically, it sought to answer the following questions:
1. What is the level of reading readiness of grade 7 students at St. Augustine
Catholic School as a whole and when grouped according to sex, section, and last
school attended?
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2. Are there any significant differences in the level of reading readiness of grade 7
students at St. Augustine Catholic School when taken as a whole and when
grouped according to sex, section, and last school attended?
Hypothesis
Based on the foregoing problem, the following hypothesis will be tested:
1. There is no significant difference in the reading readiness of grade 7 students at St.
Augustine Catholic School when taken as a whole and when grouped according to
sex, section, and last school attended.
Theoretical Framework
Reading is a complex process that involves a multitude of cognitive and linguistic
skills. It is influenced by numerous factors, including the reader's prior knowledge and
learning experiences. Prior knowledge refers to all the experiences a reader has had
throughout their life, including the information they have learned elsewhere and the
environmental factors that have shaped their understanding of the world. This knowledge
is used to bring the written word to life and make it more relevant in the reader's mind.
One theory that supports the idea of prior knowledge's influence on reading
comprehension is schema theory. Schema theory was first theorised by a British
psychologist named Sir Frederick Charles Bartlett and further developed in the 1970s by
Richard Anderson, an American educational psychologist. The starting assumption of this
theory is that "every act of comprehension involves one’s knowledge of the world."
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According to this theory, knowledge is a network of mental frames or cognitive
constructs called schema (pl. schemata). Schemas are categories of information stored in
long-term memory. A schema contains groups of linked memories, concepts, or words.
This grouping of things acts as a cognitive shortcut, making storing new things in your
long-term memory and retrieving them much quicker and more efficient (Education
Corner et al., 2022).
Multiple researchers have found that schema theory can be associated with
reading. It was introduced by Rumelhert (1980), Carrel (1981), and Hudson (1982) when
discussing the important role of background knowledge in reading. The fundamental
tenet of schema theory is that written text does not carry meaning by itself. Rather, a text
only provides directions for readers as to how they should retrieve or construct meaning
from their own previously acquired knowledge. (An, 2013). Schema theory in Reading
can be supported by Rumelhert (1980). According to him, "Schema can represent
knowledge at all levels—from ideologies and cultural truths to knowledge about the
meaning of a particular word to knowledge about what patterns of excitation are
associated with what letters of the alphabet." We have schemas to represent all levels of
our experience at all levels of abstraction. Finally, our schemas are our knowledge. " All
of our generic knowledge is embedded in schemas."
In conclusion, including schema theory in our study helps us understand how our
independent variable, the 7th grade student's last school attended, can affect their reading
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readiness. By taking the reader's prior knowledge into account, we can better understand
how they approach a given text and what factors influence their comprehension of it.
Another theory that supports the idea of prior knowledge's influence on learning
is Thorndike's theory of learning. This theory was developed by Edward Thorndike, an
American psychologist who was fascinated by the way animals pick up new behaviors
through reinforcement and positive remarks from their surroundings. This theory has
important implications in any learning environment, as it shows that positive
reinforcement and rewards can foster an interest in learning in students (Teachmint et al.,
2022).
In 1932, Thorndike's theory was proven and became known as "Thorndike's Law
of Learning," which consists of three laws that help psychologists understand how
humans and animals learn and can be trained (Philonotes et al., 2023).
The first law of learning is the law of effect, which states that behavior that is
followed by a positive consequence is more likely to be repeated in the future, while
behavior that is followed by a negative consequence is less likely to be repeated. This
principle is often referred to as "reward and punishment" and has important implications
for teaching and parenting (Philonotes et al., 2023).
The second law is the law of exercise, which states that the more an individual
practises a behaviour, the stronger that behaviour becomes. This principle is based on the
idea that repeated practise strengthens the connections between neurons in the brain,
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making it easier for the behaviour to occur in the future. This law highlights the
importance of practise and repetition in the learning process (Philonotes et al., 2023).
The last law of learning is Thorndike's law of readiness, which explains how an
individual's readiness to respond to a particular situation can influence their ability to
learn and perform. This law highlights the importance of ensuring that students are ready
and willing to learn before presenting them with new information or tasks (Philonotes et
al., 2023).
By understanding these principles of learning, we can better understand how
individuals acquire new knowledge, behaviors, and skills. It is important for educators
and parents to consider these principles when designing learning activities and providing
feedback to students. Positive reinforcement, practise, and ensuring readiness can all
contribute to successful learning outcomes.
Conceptual Framework
In this study, the reading readiness of grade 7 students is the dependent variable,
and sex, section, and last school attended are the independent variables. The grade 7
students of St. Augustine Catholic School are respondents to the study.

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Research Paradigm
Independent Variable Dependent Variable
Sex
Reading Readiness of
Section Grade 7 Students
Last school attended
Figure 1
A schematic diagram showing the dependent variable, which is the level of
reading readiness of grade 7 students, and the independent variables, which are sex,
section, and last school attended.
Significance of the Study
The study focuses on the importance of promoting a culture of reading among
children who are trapped by modern technologies such as television and computers. It
aims to make children reading-ready to help establish this culture and explores the causes
of reading deficiencies and ways to remediate them.

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School Administrators- The data given will provide the school administrators
with information on how the grade 7 students of St. Augustine Catholic School are
prepared for reading, as well as those who are not. The data gathered will help the school
administrators initiate collaborations among the faculty, parents, and teachers to guide
and help any improvement in the reading readiness of the grade 7.
Teachers- In this study, teachers may gain insights and awareness on the state of
reading readiness of the grade 7 students at St. Augustine Catholic School. With the
results, they may be able to know the percentage of students that are equipped and ready
to read. The study, on the other hand, can provide information on students who are
deficient in and unable to perform reading readiness. This study can be used as evidence
of how effective their technique for developing reading readiness is. With these, they
could give priority to the improvement of the reading abilities of their students.
Students- This study may be important to students because they will know their
reading abilities; they will have the opportunity to improve their reading comprehension
skills and plan for a better instructional strategy to improve their reading disabilities.
With the findings of this study, students could be able to improve their reading with
expressions that help promote fluency and comprehension and their vocabulary,
grammar, and language skills as well.
Parents- This study helps parents monitor their children's ability to read and
identify if their child has slow reading comprehension. If the results have a highly
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positive impact on the grade 7 students' reading readiness, then it will improve the
students' reading skills, vocabulary, grammar, and language abilities. However, if the
results of the study show that a lot of grade 7 students at St. Augustine Catholic School
have slow reading comprehension skills, then parents could find ways to improve their
children's reading readiness.
Future Researchers- The findings will benefit researchers doing the same study
as we do, who will regard this study as part of their related literature or as the basis of a
future study. This may also provide information for those researchers who want to know
if modules and online classes have been effective for the reading readiness of the grade 7
students at the time this study will be conducted.
Scope and Delimitation of the Study
This study aims to determine the reading readiness of grade 7 students at St.
Augustine Catholic School. This study will be conducted at St. Augustine Catholic
School. The scope and delimitation of this study are limited to grade 7 students at St.
Augustine Catholic School for the school year 2022–2023 only.
Definition of Terms
For the purpose of clarity and understanding, the following terms are defined
conceptually and operationally:

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Reading- It is the action or practice of a person who reads. It is the oral
interpretation of written language. In this study, "reading" refers to the skills or
capabilities of the grade 7 students to identify the list of words printed or written.
Grade 7 Students- It is the seventh year of school, when students are 11 to 13
years old.
The group to which this study refers in this study is grade 7 students; they are the
study's respondents.
Reading readiness- is defined as the point at which a person is ready to learn to
read and the time during which a person transitions from being a non-reader into a reader.
One term for reading readiness includes early literacy and emergent reading.
In this study, "reading readiness" refers to the independent variable, which is the
variable that we are interested in understanding and measuring.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter is composed of two parts: (1) Related Literature and (2) Related
Studies.
Part One, Related Literature, includes the writings that relate to this study.
Part Two, Related Studies, shows the studies that are related to this research work.
Related Literature
Reading comprehension is a crucial skill for students to be successful in their
academic and professional lives. However, in Iran, students do not receive enough
exposure to reading activities, which leads to a lack of interest in reading. Al-Jarf (2007)
suggests that this is due to a lack of challenging reading instruction provided by teachers,
resulting in students not developing cognitive and metacognitive reading abilities. Ng et
al. (2013) emphasize the importance of comprehension in reading, as it allows students to
understand the relationships between words in a written text and achieve a
comprehensive understanding.
Reading comprehension is a complex skill that requires the development of other
skills such as vocabulary and decoding. According to Becker et al. (2010),
comprehension is a complex cognitive construct requiring multiple component skills.
Many middle and secondary school teachers today face the challenge of students entering
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their classrooms without the necessary knowledge, skills, or disposition to read
and comprehend the materials presented to them (RAND, 2002). At the same time, the
curriculum demands the comprehension of complex texts. Teachers often lack the support
and direct attention needed to develop their students' reading comprehension abilities.
Policies and programs intended to improve reading comprehension often lack empirical
evidence and adequate evaluation (RAND, 2002).
Reading is not only beneficial for academics but also for personal growth and
development. Dolch (1951) defines reading as "imagining, thinking, and feeling about
ideas and thoughts made from past experiences that are suggested by the perception of
printed words." Reading is an activity that requires the use of different capabilities of the
mind as the reader processes words and their meanings. Aikat (2007) states that reading
plays a vital role in developing young individuals' minds, enhancing their capacity for
focused attention, and promoting imaginative growth. Research shows a positive
relationship between individuals' reading habits and their active involvement in other
endeavors.
Reading readiness is the stage of development that allows a child to successfully
receive instruction in reading. The development of reading readiness is complex and
includes a combination of intangible and easily identifiable factors. Harris (1936) and
other experts in the field of reading readiness agree on the factors that are included in the
development of reading readiness.

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Related Studies
Foreign Studies
Recent research has highlighted a number of factors that may affect the reading
readiness of 7th grade students. According to Brakas et al. (2008) and Fountas & Prinnell
(1996), global reading standards adapt higher order thinking of reading skills during early
reading teaching stages since kindergarten, and reading comprehension skills are not just
essential for academic and career success, but also necessary for success in social and
civil productive life. These skills exceed the limits of learning to read and help to build
capacity for independent learning, comprehend information from different sources, and
study literature with deep awareness.
The study by Benner et al. (2021) examines the impact of word recognition
strategies on students with reading difficulties. The study employed an experimental
design involving pre- and post-test measurements of reading fluency and comprehension
after teaching word recognition strategies and found that the use of word recognition
strategies can have a positive impact on reading fluency and comprehension for students
with reading difficulties.
Uysal et al. (2018), in their study "An Investigation on the Relationship between
Reading Fluency and Level of Reading Comprehension According to the Type of Texts,"
found that there is a positive relationship between reading fluency and comprehension.
They also found that the type of text can affect this relationship.
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Although reading had been continued in a blended learning environment for the
past 3 years, Chuanpit Sriwichai (2020) stated in his study that there are certain factors
that may hinder a student's readiness to read. According to the study, the major problems
and challenges the students confronted in learning included losing focus on learning in
the classroom due to considerable class size, limited access to online lessons caused by a
severe Learning Management System (LMS) crash, difficulty of online interaction with
teachers and classmates, a lack of experience and skills with digital tools, and time
management for two learning modes.
Local Studies
A series of studies have been conducted to understand the impact of reading on
cognitive development and the factors that influence reading levels. In her study, Reyes
(2017) discovered that reading has a positive impact on cognitive development, as being
able to comprehend written text can enhance the mind's abilities. By teaching children to
read from an early age, they are able to improve their language skills and hone their
listening abilities.
In another study by Lacambra and Padasas (2018) titled "Reading and Writing
Skills of Grade 1 Pupils", it was found that when taken as a whole and grouped by sex,
there is a significant relationship between the reading and writing skills of students for
effective reading. The researchers used the researchers'-made test as a data gathering
instrument in order to determine the reading and writing levels of the students at Pulao
Elementary School.
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In a research study titled "Assessment of the Reading Levels of Grade 4 Learners"
by Bito-onon and Drilon (2019), it is stated that the reading assessments of the entire
group are "very high." The learners at P.D. Monfort Central Elementary School and
Dumangas Central Elementary School have gained mastery of reading since the reading
levels of the respondents are very high. It was therefore found that there is no significant
difference in the reading levels of the learners as to monthly family income, meaning that
parents' earnings don't influence the learners' abilities.
Finally, Martinez J.S. (2022) discovered that reading readiness significantly and
positively predicts students’ reading level, whereas brain intelligence, interest, and
motivation do not significantly predict the reading level of pupils in the exclusion group.
Therefore, among the variables correlated, the researcher concluded that reading
readiness is a very significant factor to consider in teaching reading. If learners have the
readiness to learn to read, there is a greater chance of improving their reading level.
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CHAPTER III
METHODOLOGY
The Research Design
In this study, the descriptive method of research will be executed. The purpose of
descriptive research is to learn more about a particular field. A description study may be
used to develop theory, identify problems with current practice, justify current practice,
make judgments, or determine which variables were manipulated; however, no attempt is
made to establish causality.
Respondents of the Study
The respondents of this study are the grade 7 students enrolled at St. Augustine
Catholic School for the academic year 2022-2023. The grade 7 students at St. Augustine
Catholic School will be used to determine their reading readiness.
Profile of the Respondents
Category f %
Entire Group 103 100.00
Section
St. John Stone 35 34.0
St. Ezekiel 33 32.0

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St. Alfonso 35 34.0
Sex
Male 57 55.3
Female 46 44.7
Last School Attended
Private 39 37.9
Public 64 62.1
Sampling Technique
The researchers used stratified random sampling to select study participants. The
fishbowl sampling method is intended to provide each respondent with a random chance
of being selected as a sample.
Locale of the Study
The study is conducted at St. Augustine Catholic School, located at de la Rama
St., Dumangas, Iloilo. St. Augustine Catholic School was established in 1998 to provide
Catholic education in Dumangas after parents and parishioners expressed a need for such
a school. The school was formed by a group of parents and a priest and registered as a
non-profit organization. The school initially started with a two-classroom building and
expanded over time to include a high school, which was later made a recipient of
government funding. Several priests have served as directors of the school, each
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contributing to its development and improvement. The current school director, Rev. Fr.
Jesus Glofel H. Mana-ay, assumed the office in 2011.
Research Instrument
In order to gather the necessary data, the researchers used a researcher-made
reading material to determine the reading readiness of grade 7 students at St. Augustine
Catholic School for the school year 2022–2023.
The research material has two parts. Part 1 was composed of the respondents'
personal data, such as their sex, section, and last school attended. Part 2 was composed of
a passage from a book titled "Essential Elements of Effective Discipline". This passage
has a total of 64 words, resulting in a score of 64 points.
Data Gathering Procedure
To determine the reading readiness of the grade 7 students at St. Augustine
Catholic School, the researchers asked permission from the school authorities to conduct
the study. The researchers used a reading readiness assessment excerpted from the book
"Essential Elements of Effective Discipline" and personally distribute it to the
respondents. The researchers assessed the respondents' pronunciation of the words in a
64-word passage by asking them to read it aloud. The participants received one point for
each correctly pronounced word, and their overall score is based on the number of words
they pronounce correctly.

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Statistical Data Analysis
To determine the level of reading readiness of Grade 7 students at St. Augustine
Catholic School, the data to be gathered from the respondents was analysed with the use
of the following statistical tools: mean, frequency count, percentage, standard deviation,
Mann-Whitney U Test, and Kruskal-Wallis Test.

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CHAPTER IV
RESULTS AND DISCUSSIONS
Chapter 4 contains the results and corresponding analysis of this investigation. It
consists of only one part: The Descriptive Data Analysis.
The Descriptive Analysis presents the frequency count and percentage and the
mean of The Level of Reading Readiness of Grade 7 Students of St. Augustine Catholic
School, Academic Year 2022-2023 categorized as a whole and when grouped according
to sex, section, and last school attended.
The Level of Reading Readiness of Grade 7 Students when the respondents were
taken as a whole are as follows:
Table 2. The Level of Reading Readiness of Grade 7 Students of St. Augustine Catholic
School as a Whole and as to Variables (Section, Sex, and Last School Attended)
Category Mean SD Description
Entire Group 58.43 10.432 Very Ready
Section
St. John Stone 55.83 12.791 Very Ready
St. Ezekiel 60.09 10.029 Very Ready
St. Alfonso 59.46 7.582 Very Ready

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Sex
Male 56.60 12.589 Very Ready
Female 60.70 6.321 Very Ready
Private 57.74 12.409 Very Ready
Public 58.84 9.103 Very Ready
Scale Description
53 – 65 Very Ready
40 - 52 Ready
26 – 39 Somewhat Ready
13 – 25 Slightly Ready
0 – 12 Not Ready
Table 2. Difference in the Level of Reading Readiness of Grade 7 Students as to Sex and
Mean Sig.
Compared Means Rank Uvalue (2-tailed) Interpretation
Sex
Male 46.11
975.50* .023 Significant

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Female 59.29
Private 53.76
1179.50 .634 Not Significant
Public 50.93
* p < .05 alpha
Mann-Whitney U test was used to determine significant differences in The Level
of Reading Readiness of Grade 7 Students when grouped according to sex and last school
attended.
Table 2 presents the Mann-Whitney U test results, which shows a significant
difference in the level of reading readiness of grade 7 students when grouped according
to sex [U = 975.50, p = 0.023]. The two-tailed probability of 0.023 was less than the
significance level of 0.05 alpha. The results further revealed that the level of reading
readiness of male and female 7th grade students differed from one another. More so, no
significant difference was noted in the level of reading readiness of grade 7 students
when grouped according to the last school attended [U = 1179.50, p = 0.634].
Table 3. Differences in the difficulties encountered by the respondents according to grade
level
Sources of Mean Sig.
Variations df rank X2value (2-tailed) Interpretation
ST JOHN 43.60
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ST EZEKIEL 2 61.55 6.424* .040 Significant
ST ALFONSO 51.40
* p < .05 alpha
Kruskal-Wallis test was used to determine significant differences in The Level of
Reading Readiness of Grade 7 Students when grouped according to section.
Table 3 presents the Kruskal-Wallis test result, which shows a significant
difference in the level of reading readiness in Grade 7 when grouped according to section
[X2(2) = .747, p = .525]. The two-tailed probability of 0.525 was less than the significance
level of 0.05 alpha. The results further revealed that the level of reading readiness of
Grade 7 students differed by section. Furthermore, multiple comparisons revealed that the
mean difference was noted as significant between St. John and St. Ezekiel students.
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CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Chapter Five is divided into three sections: (1) a summary, (2) conclusions, and
(3) recommendations.
The first section, Summary, provides a brief overview of the study.
The second section, Conclusions, presents the findings of the analysis regarding
the hypothesis.
The third section, Recommendations, offers suggestions to the individuals
involved in the research.
Summary
This study aimed to determine the reading readiness of grade 7 students at St.
Augustine Catholic School for the academic year 2022-2023.
Specifically, it sought to answer the following questions:
1. What is the level of reading readiness of grade 7 students at St. Augustine Catholic
School as a whole and when grouped according to sex, section, and last school
attended?
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2. Are there any significant differences in the level of reading readiness of grade 7
students at St. Augustine Catholic School when taken as a whole and when grouped
according to sex, section, and last school attended?
The researcher's study started exactly on the month of November. During the
conduct of the study, the researchers utilized the mann-withney u sampling method in
selecting samples for the study. The respondents were 81 learners of grade 7 were
selected of St. Augustine Catholic School, categorized according to sex and school
graduated from.
The result of the study showed that the grade 7 learners when taken as a whole, in
Addition is "Advance", Subtraction "Advance", Multiplication "Approaching Proficiency
and Division "Developing".
On the category of variable such as type of school graduated from, the result of the
study revealed that both of Grade 7 students who graduated their elementary level from
private schools and public schools shows that in Addition they are "Advance",
Subtraction "Advance", Multiplication "Approaching Proficient" and Division
"Developing".
The study findings revealed that the overall readiness of the respondents was
"very ready," as indicated by a mean of 58.43 and a standard deviation of 10.432. When
grouped by sex, both males and females were found to be very ready, with males having
a mean score of 56.60 and a standard deviation of 12.589, and females having a mean
score of 60.70 and a standard deviation of 6.321. Moreover, when the respondents were
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grouped according to their section, St. John Stone obtained a very ready score with a
mean of 55.83 and a standard deviation of 12.791, while St. Ezekiel Moreno and St.
Alfonso de Orozco also received a very ready score with respective means of 60.09 and
59.46 and standard deviations of 10.029 and 7.582. Lastly, when grouped by the last
school attended, both private and public school students were very ready, with mean
scores of 57.74 and 58.84, respectively, and standard deviations of 12.409 and 9.103.
Conclusion
The study concluded that the grade 7 students enrolled at St. Augustine Catholic
School, when taken as a whole and when grouped according to sex, section, and last
school attended, were determined to be very ready based on the research findings.
Recommendations
School administrators should continue to encourage and support reading
readiness initiatives to ensure that students are equipped with the necessary skills for
academic success. School administrators have an important role to play in promoting and
supporting reading readiness initiatives in their schools. This can include providing
resources and support for teachers to implement reading-focused activities and strategies
in their lessons, as well as promoting the importance of reading readiness to students and
parents. Additionally, schools can consider partnering with community organizations or

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libraries to provide students with access to a wider range of reading materials and
resources.
Teachers can incorporate more reading-related activities and strategies into their
lesson plans to further enhance students' reading readiness. Teachers play a critical role in
promoting reading readiness among their students. They can incorporate more reading-
focused activities and strategies into their lesson plans to further enhance students'
reading skills. This could include assigning reading tasks that are relevant to the subject
matter, encouraging students to read widely and regularly, and using reading
comprehension strategies to help students better understand the texts they read. Teachers
can also provide feedback and support to students to help them improve their reading
skills.
Parents can play an active role in their children's reading development by
fostering a love for reading at home and encouraging them to practice their reading skills
regularly. Parents can make a significant contribution to their children's reading readiness
by fostering a love for reading at home. They can read to their children regularly, provide
them with age-appropriate reading materials, and encourage them to read independently.
Parents can also help their children practice their reading skills by asking them questions
about what they have read, discussing the meaning of new vocabulary words, and helping
them identify the main ideas of a text. Additionally, parents can create a conducive
reading environment at home by setting aside a quiet and comfortable space for their
children to read and by limiting screen time to encourage more time spent reading.
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Overall, by implementing these recommendations, school administrators,
teachers, and parents can work together to enhance students' reading readiness, ultimately
setting them up for greater academic success.

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APPENDICES
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Gemma F. Sarduma
School Registrar
Dear Ms. Sarduma,
A research study is one of the requirements for every Grade 12 student in order to
graduate from Senior High School. We the Grade 12 STEM learners of section St.
Thomas Aquinas namely: Roosevelt Descaya, Al Joseph Destua, Rey Angelo Deveza,
Ena Kristelle De Nuevo, Bhea Bianca Dequito, Beverly Joy Dichoso, Ysabelle Hope
Digna, and Stephanie Doria will conduct a research study entitled “The Level of
Reading Readiness of Grade 7 Students of St. Augustine Catholic School, Academic
Year 2022-2023”.
In connection, we would like to respectfully ask permission from your good office
for a copy of the list of enrollees of Grade Seven students for Academic Year 2022 -
2023.
Hoping for your positive response.
Thank you and God bless.
Respectfully yours,
ROOSEVELT DESCAYA
REY ANGELO DEVEZA
AL JOSEPH DESTUA
ENA KRISTELLE DE NUEVO
BHEA BIANCA DEQUITO
BEVERLY JOY DICHOSO
YSABELLE HOPE DIGNA
STEPHANIE DORIA
36
REV. FR. JESUS GLOFEL H. MANA-AY

School Director
THRU: MR. RUFEL Z. BATALLONES
School Principal
Dear Father Mana-ay,
Greetings of Peace!
We the Grade 12 STEM learners of section St. Thomas Aquinas namely:

Roosevelt Descaya, Al Joseph Destua, Rey Angelo Deveza, Ena Kristelle De Nuevo,
Bhea Bianca Dequito, Beverly Joy Dichoso, Ysabelle Hope Digna, and Stephanie Doria
will conduct a research study entitled “The Level of Reading Readiness of Grade 7
Students of St. Augustine Catholic School, Academic Year 2022-2023”.
In connection, we would like to respectfully ask permission from your good office
to allow us to conduct our research study among the Grade 7 students of St. Augustine
Catholic School. Rest assured that the data we will gather will remain absolutely
confidential and to be used in academic purposes only.
We believe that you are with us in our enthusiasm to finish the requirement as a
compliance for our subject. We hope for your positive response on this humble matter.
Your approval to conduct this study will be greatly appreciated.
Thank you in advance for your consideration and assistance with this research.
Respectfully yours,
ROOSEVELT DESCAYA BHEA BIANCA DEQUITO
REY ANGELO DEVEZA BEVERLY JOY DICHOSO
AL JOSEPH DESTUA YSABELLE HOPE DIGNA
ENA KRISTELLE DE NUEVO STEPHANIE DORIA

37
Section: St. John Stone Sex: Male Female
St. Ezekiel de Moreno
St. Alfonso de Orozco
Last school attended: Private Public
"Value of Discipline"
Discipline is a positive quality that refers to following rules and principles to
guide one's actions. It teaches self-control and respect for laws and is necessary in various
aspects of life, such as education, sports, and society. It leads to a sense of duty and helps
maintain order, honesty, and sincerity in work. Without discipline, there will be disorder
and no peace in society.

38
REFERENCES
 https://www.scirp.org/journal/paperinformation.aspx?paperid=109033
 https://files.eric.ed.gov/fulltext/ED596833.pdf
 https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/9456
 https://essentials.ebsco.com/search/eds/details/an-investigation-on-the-
relationship-between-reading-fluency-and-level-of-reading-comprehension?
query=The%20Relationship%20between%20Reading%20Fluency%20and
%20Comprehension%20in%20Seventh-Grade
%20Students&requestCount=0&db=owf&an=134104764
 https://files.eric.ed.gov/fulltext/EJ1255867.pdf
https://www.connectedpapers.com/main/
6ea08e1bbd0ba7ee1fbcb6db809b792841ea37fc/Reading-readiness%2C-brain-
intelligence%2C-interest-and-motivation-as-predictors-to-the-English-reading-
level-among-elementary-learners/graph
39
BIOGRAPHICAL SKETCH
Descaya, Roosevelt A.
Destua, Al Joseph D.
Deveza, Rey Angelo S.
De Nuevo, Ena Kristelle A.
Dequito, Bhea Bianca
Dichoso, Beverly Joy D.
Digna, Ysabelle Hope A.
Doria, Stephanie

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1

St. Augustine Catholic School-Dumangas, Inc

“The Level of Reading Readiness of Grade 7 Students of St. Augustine Catholic

In Partial Fulfillment of the Requirements for Graduation in Senior High School

Rey Angelo Deveza

Ena Kristelle De Nuevo

Bhea Bianca Dequito

Beverly Joy Dichoso

Ysabelle Hope Digna

the success of their research paper.

milllion thanks to you.

To Mr. Rufel A. Batallones, research adviser for sharing his knowledge

motivating them to develop their self-confidence and intelligence.

revisions in the deliberation of the study.

extended to us is very inspiring and encouraging.

To God be all the honor and glory, forever and ever.

Background of the Study

Learning how to read is a crucial part of developing your linguistic abilities. It is

access to the wealth of information available in the world.

According to Shihab (2019), reading is more than just passively taking in

information; rather, it is an interactive process in which the reader actively produces

the text is obviously dynamic. Because critical reading is connected to thinking, it is

reading. Therefore, it is possible to classify reading as a receptive skill requiring the

television, computers, and other technologies designed specifically for children. It is

children imbibe a reading culture is to get them reading-ready.

Statement of the Problem

Augustine Catholic School for the school year 2022-2023.

Specifically, it sought to answer the following questions:

1. What is the level of reading readiness of grade 7 students at St. Augustine

grouped according to sex, section, and last school attended?

Based on the foregoing problem, the following hypothesis will be tested:

1. There is no significant difference in the reading readiness of grade 7 students at St.

sex, section, and last school attended.

Reading is a complex process that involves a multitude of cognitive and linguistic

comprehension is schema theory. Schema theory was first theorised by a British

Richard Anderson, an American educational psychologist. The starting assumption of this

According to this theory, knowledge is a network of mental frames or cognitive

long-term memory. A schema contains groups of linked memories, concepts, or words.

Corner et al., 2022).

discussing the important role of background knowledge in reading. The fundamental

can be supported by Rumelhert (1980). According to him, "Schema can represent

meaning of a particular word to knowledge about what patterns of excitation are

of our generic knowledge is embedded in schemas."

is Thorndike's theory of learning. This theory was developed by Edward Thorndike, an

important implications in any learning environment, as it shows that positive

followed by a positive consequence is more likely to be repeated in the future, while

behavior that is followed by a negative consequence is less likely to be repeated. This

for teaching and parenting (Philonotes et al., 2023).

individual's readiness to respond to a particular situation can influence their ability to

By understanding these principles of learning, we can better understand how

contribute to successful learning outcomes.

students of St. Augustine Catholic School are respondents to the study.

Independent Variable Dependent Variable

Last school attended

A schematic diagram showing the dependent variable, which is the level of

section, and last school attended.

Significance of the Study

The study focuses on the importance of promoting a culture of reading among

of reading deficiencies and ways to remediate them.

and help any improvement in the reading readiness of the grade 7.

grammar, and language skills as well.

children's reading readiness.

students at the time this study will be conducted.