Thesis

PAMANTASAN NG LUNGSOD NG SAN PABLO
Brgy San Jose San Pablo City
OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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BOC TYPEFACES: THE RAMIFICATION OF BIONIC APPROACH
FOR SPEED READING DEVELOPMENT OF GRADE 7 IN
RECTO MEMORIAL NATIONAL HIGH SCHOOL
A Research Paper Presented to the Colleges of
Teacher Education in Pamantasan ng
Lungsod ng San Pablo
In Partial Fulfillment of the Requirements
for the Degree Bachelor of
Secondary Education Major in English
Andaya, Gilhen B.
Arguelles, Apple Mae E.
Conservado, Czyrell C.
Empleo, Ma. Raica D.
Ferrer, Daphne Lian U.
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Nebreja, Kaye Ann V.
Ortega, Nicole Ann Q.
Umali, Ma. Christine Mae C.
January 2023
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Reading has been an integral part of our lives for centuries, with books being the
primary source of knowledge and entertainment, whereas reading speed serves
as the very foundation of comprehending with various texts and information. It
was not until the 1920’s that scientists and psychologists began to believe that
the human brain reads in words, not in letters. Scientists played around with the
idea of how someone can read words or phrases not letter by letter but just by
looking at the word or phrase as a single, coherent block of information. They
discovered that the human brain can process information after only viewing it for
2 milliseconds. The more humans learned about reading and the human brain,
the more interesting speed reading became. In the 50’s Evelyn Wood, who
studied fast readers, discovered that using a finger or hand to guide and pace the
reading rhythm helps a person read faster. In fact, the term “speed reading” is
attributed to Evelyn Wood and her efforts to promote speed reading to the public.
She went on to teach her speed reading technique through seminars throughout
the US.
However, with the advent of technology, the way we read has undergone a
significant transformation. Bionic reading is one such technology that has
revolutionized the way we read. Bionic reading, also known as enhanced
reading, is a term used to describe the use of technology to enhance the reading
experience. It involves the use of tools and techniques to improve
comprehension, retention and reading speed. This technology includes
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e-readers, text-to-speech, and other software tools that help readers to read
more efficiently and effectively.
The Bionic Reading method offers a promising solution to the challenges posed
by the digital age's information overflow. It caters to modern reading habits,
enhancing comprehension and retention. While it might not replace traditional
reading methods entirely, its growing preliminary validation suggests that it's a
tool worth considering for anyone looking to optimize reading. experience in the
digital age. According to its creator, Renato Cassult, Bionic Reading is a way to
combine biology and technology to make reading easier and efficient.
The reading level at which a learner can read with assistance from a teacher,
program, or both is known as their instructional reading level. This study will help
not only the generation of junior high school learners today, but also the soon to
be secondary education learners, educators and even parents. They will be given
some ideas, hints and information about other ways or approaches to help
learners or even young one's specifically, those who have slow reading skill.
They will be given knowledge about what they can do or provide learners to
make reading easier for them, or simply to develop the reading skills of the
learners in terms of enhancing and developing the reading and speed level of
every secondary education learner, not only in Tiaong, Quezon but also youth or
learners of the whole country which is the Philippines.
"Your reading speed is hindered by certain bad habits that you may or
may not be aware of. Cut these and you’ll increase your speed. There are special
reading techniques you can apply, which will help you to naturally read." (Justin
Hammond, 2012).
"Because there are three classes of intellects: one which comprehends by

itself; another which appreciates what others comprehend; and a third which
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neither comprehends by itself nor by the showing of others; the first is the most
excellent, the second is good, the third is useless." ( Niccolò Machiavelli, 1512).
This study will show the ramification of implementing Bionic Reading

Approach into the junior high school learners as a way of developing their
reading speed along with their comprehension. This study will also show the
benefits and help that this Bionic Reading Approach can give to every learner.
The researchers wanted to get a clear detailed information and data that can
help the Department of Education to know the other strategies or approaches
that can serve as aid to the learners of today's generation having slow profile of
reading in Tiaong, Quezon.
Statement of the Problem
The thrust of the study is to discover BOC Typefaces: Ramification of Bionic

Approach for Reading Speed Development of Grade 7 in Recto Memorial
National High School.
Specifically, it sought answer to the following questions:
1. What is the profile of the learners in terms of:
1.1 Age;
1.2 Year Level; and
1.3 Reading Speed
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2. What is the mean pretest score of the students under Bionic Group and
Non-Bionic Group?
3. What is the mean posttest score of the students under Bionic Group and
Non-Bionic Group?
4. Based on the pretest and posttest results, what is the level of reading speed of
the respondents under Bionic Group in:
4.1 Word Recognition/Familiarity
5. Based on the pretest and posttest results, what is the level of reading speed of
the respondents under Non-Bionic Group in:
5.1 Word Recognition/Familiarity
6. What is the mean gain score of the respondents from both groups based on
the results of their pretest and posttest in terms of word recognition/familiarity?
7. Is there a significant difference between the pretest and posttest scores of the
students under Bionic Group and Non-Bionic Group?
Hypotheses or Assumptions
The hypothesis given below will be tested in the study:
Ho: Bionic reading does not affect the reading comprehension development of
Grade 7 students
Theoretical Framework
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One of the key theories behind bionic reading is the artificial fixation points
theory. This theory proposes that the use of technology to create artificial fixation
points, such as highlighting or underlining, can help readers to focus on important
information and improve comprehension and retention. The theory is based on
the idea that the human eye naturally seeks out and fixates on points of interest
in text, and that the use of artificial fixation points can guide the eye to important
information (Agrawal, n.d).
According to Rizer (2023), the Bionic Reading software creates “artificial

fixation points” within a text by bolding the first part of each word for our eyes to
jump between, “guiding the eyes” across the page and letting the brain complete
the rest of the word on its own rather than having to stop and see the entirety of
every word on a page. The bold parts of the word anchor your eyes and your
brain fills in the rest sort of like the way we only need a first and last letter in the
right place to understand a jumble of letters.
Artificial fixation, centered around the control of eye movements through

external mechanisms, plays a crucial role in advancing the field of bionic reading
approaches. By integrating artificial fixation technologies with bionic reading
devices, we pave the way for more sophisticated and personalized reading
experiences. This connection is particularly important in aiding readers facing
visual impairments or reading challenges, as it allows for precise control over eye
movements, enhancing the efficiency and effectiveness of their interaction with
assistive technologies.
The synergy of artificial fixation and bionic reading not only empowers
individuals with disabilities but also contributes to a broader initiative of inclusivity
in literature and information consumption. This innovative fusion enables a
seamless interplay between human intent and technological assistance, offering
a more natural and adaptable reading environment. Ultimately, this connection
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holds the potential to significantly improve the accessibility of written content,

ensuring that readers of diverse abilities can engage with information more
effectively and enjoy a more enriching reading experience.
Conceptual Paradigm
The researchers created a conceptual paradigm of the study containing

the significant variables which serve as the focus of conducting the study. It
illustrates how the approaches in reading speed enhancement affect the speed
reading development of learners along with their comprehension.
Effects in Reading Speed
1. Word Recognition
2. Processing Words
3. Reading Comprehension
Independent Variables Dependent

Variables
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I. Learners’ Profile
1. Age
2. Year Level
3. Reading Speed
II. Approaches in Reading

Speed
Enhancement
1. Bionic
2. Non-Bionic
Figure 1. Research Paradigm of the Study
Significance of the Study
This study is deemed important to the following:
Institution. This study helps provide a solution for reading skills development
that the school can use for project or program implementation.
Students. It can help students develop and enhance their reading

comprehension and oral fluency skills.
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Parents. They can motivate their children to participate in school activities like
reading style and to have a positive attitude about their child’s reading abilities.
They could also help their children become more confident in reading texts.
Teachers. They will be able to provide assistance to students and apply a new
approach to help learners improve and develop their reading skills.
Future Researchers. This study will help researchers with information that will
serve as a guide in discovering the effects of bionic approach in the reading skills
development of learners.
Scope and Limitations (or Delimitations) of the Study
This study primarily focused on determining how Bionic Approach helps in

the Reading Skills Development of Grade 7 learners in Recto Memorial National
High School.
This study was conducted at Recto Memorial National High School

located at Brgy. The sample population of this study were 30 Grade 7 learners
based on their availability which goal was to determine how the approach
enhanced the reading speed development of the learners.
Definition of Terms
The following terms are defined conceptually and operationally in this

study:
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Bionic Approach. The utilization of technology to improve reading

comprehension, or "bionic reading," can improve the reading experience
(Erickson, 2003).
Familiarity. often contrasted with ‘recollection’: Whereas recollection refers to the

recall of contextual detail about when and/or where a stimulus was encountered
previously (a type of episodic memory), familiarity is an acontextual signal that it
has been encountered before (Henson, 2015).
Fixation Points. Name of the point in space that the eyes focus on. In visual
perception studies a specific point is given while the vision is studied in another
area of the visual field (N., Sam M.S., n.d).
Ramification. The entity domain occurs when one demands that legitimate
requirements for these kinds of entities serve as a basis (Goldfarb, n.d.).
Reading Speed Development. When someone takes less time to understand

the signs and accurately creates meaning, their reading speed advance
(unknown, 2023).
Reading Speed. It is the number of words a person can read correctly per
minute. Reading speed is also called reading rate. It’s part of a broader skill
called reading fluency. This is the term for being able to read accurately at a
good pace and with the right expression or intonation. (Babin, 2023).
Word Recognition. the ability to hear a word and understand it or see a word
and comprehend its meaning (Gray, 2023).
REVIEW OF LITERATURE
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This part of the chapter presents the related literature and studies after the
researchers' in-depth search. The studies and literature discussed in this part are
arranged thematically. This acts as a roadmap for the researchers as they create
the study. Furthermore, the information in this part assists in familiarizing details
that are relevant and similar to the current research.
Bionic as an Approach
The first few letters of each word are highlighted in bold, allowing the brain
to complete each word and facilitating, the app states, "a more in-depth reading
and understanding of written content". This finds material written in bionic text "a
bit easier to read" and is a "brain hack" that exploits the way visual systems work
(Bardsley, 2023).
Gelpi (2023) stated that bionic reading is a game-changing way to read,

letting you quickly spot key phrases and essential info. It makes your reading
faster and comprehension soar. Instead of reading every word, bionic reading
helps you find your way in complex text, picking out the most important details,
unlocking your inner bionic reader, and boosting your understanding of written
words to new levels.
Also, Kourafalos (2022) defined Bionic Reading as a new method that,

through the simplest tweak, can dramatically boost your reading speed. At the
same time, it may also assist in comprehension and recollection due to how our
brain works. Speed reading is an umbrella term for all the methods that can help
us read quicker. Some people continuously strive to improve their reading speed,
seeking new methods, tricks, and hacks. Although Bionic Reading is another
solution for speed reading, unlike other methods, it doesn't require familiarization
or any time investment.
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Bionic Reading is not just a term plucked from a futuristic novel. Instead,
it's a cutting-edge reading technique that leverages technology to enhance our
reading experience. It is a perfect example of how science and innovation are
converging to revolutionize even the most traditional aspects of our lives. The
advantages of Bionic Reading are not limited to a specific audience. They have
the potential to benefit a wide range of individuals and industries. It includes
improve learning, accessibility, and efficiency (Guhlubluang, 2023).
Application
With Bionic Reading as a contemporary reading approach, Thompson

(2023) said that it is designed to enhance our comprehension and retention
abilities. As the name suggests, it attempts to augment our natural reading
process, enabling a more effective assimilation of information, especially in digital
platforms. It is structured to emphasize certain parts of the text, making it easier
for the reader to identify key points and establish a hierarchy of information. This
is achieved by using visual cues, such as bolding, highlighting, or varying font
sizes. By doing so, the method aids the reader in focusing on the most relevant
segments of the content, streamlining the absorption of knowledge.
Moreover, Agrawal (n.d) cited that Bionic Reading has been implemented
in various real-world scenarios. For instance, the National Library Service for the
Blind and Print Disabled uses text-to-speech software to make books and other
materials accessible to individuals with visual impairments or dyslexia. Similarly,
e-readers are widely used in schools and universities to provide students with a
more customized reading experience.
Benefits
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According to Kieu (2023), in the age of information overload, the idea of

being able to read in a focused mode at higher speeds without sacrificing
understanding has undeniable appeal. One method that has generated buzz and
became viral in 2022 was “BIONIC READING”. Nearing a year ahead, there are
still proponents of this method posting about the impressive outcomes they seem
to have obtained through using the app on social media. It is a technique by
which the typography of a text is modified to guide the eyes through the text “with
artificial fixation points”. The assumption behind the method is also articulated:
“We humans store learned words and so just a few letters are enough to
recognise whole words”. Based on this assumption, the technique modifies the
typeface of the initial letters of a word that can apparently send signals to the
brain to fill in the whole word (e.g. from Bionic Reading to Bionic Reading). In
other words, what has been suggested is that the brain becomes more efficient in
word processing because we need not complete the identification of every letter
in the word before registering it as part of encoding.
Quito (2022) stated that processing a few highlighted characters (which its
creator, Swiss entrepreneur Renato Casutt, calls “fixation points”) helps us read
faster because we don’t have to process full words. Our brains, in theory,
complete words and sentences before our eyes can finish reading them. Though
Bionic Reading’s pitch to overburdened readers is laden with references to
neuroscience, the reading method has yet to undergo rigorous scientific
evaluation. Casutt launched this big idea after testing it with only a small group of
12 readers, and even then the findings were inconclusive wherein results are not
clear but majority had a positive effect.
In the concept of Calciano (2023) for efficient communication, he claimed

that it is crucial in today's fast-paced world. The Bionic Reading method can
revolutionize how you read and write daily correspondence, saving you valuable
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time. One of the most significant advantages of the Bionic Reading method is its
intuitive nature. The emphasis on keywords and phrases guides readers'
attention naturally, making the method passive and user-friendly. To apply the
Bionic Reading method in daily communications, these guidelines may be
followed: (1) Identify the keywords or phrases in your message; (2) Format these
words using bold or italics and; (3) Structure text in short, concise paragraphs.
Formatting techniques will make messages easier to comprehend, enabling
readers to digest the content quickly.
Schmidtz (2023), in his article, stated that One of the main benefits of the
bionic reading method is its ability to improve reading comprehension. This is
achieved by using various reading techniques to identify the key information in a
text. Skimming, for example, allows readers to get a general overview of a text,
while scanning helps readers locate specific information. Intensive reading, on
the other hand, is used to gain an in-depth understanding of a text. By combining
these techniques, readers are better able to understand and retain the
information they read.
Reading Speed
Even though knowledge continues to accumulate at this point, reading

maintains its importance as one of the most frequently used skills. For this
reason, reading speed and reading comprehension skills should also increase as
knowledge accumulation increases rapidly. With an increase in this direction, the
way to reach information in a shorter time and more effectively will be opened
(Durukan, 2013).
Improving the reading speed is the field of interest for a vast majority of
fresh college students. According to Shaughnessy (2015), the possible reason
behind this tendency is that the traditional reading skills only address his success
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in his school level courses. However, when he begins studying for the college
examinations and other research projects, he realizes that further reading is still
needed at this advanced level. The same school-time snail-paced reading speed
is the main impediment in studying all the required texts in a limited time. That is
when he realizes for himself the need for reading more fluently, i.e. with a higher
speed.
Word Recognition/Familiarity
Word recognition is the ability to identify words by sight and is one of the
crucial building blocks of reading. When kids can recognize words quickly and
easily, they can read with greater fluency and comprehension. It also allows them
to "decode" words on the page and understand what they are reading wherein
one of the best word recognition strategies is pre-teaching. This involves
introducing words before they are encountered in a text, allowing children to
learn how to recognize and use them correctly ahead of time (Myers, 2022). It
included different strategies that can help word recognition wherein the
pre-teaching method is emphasized.
Previous studies have shown that prior knowledge can have both
enhancing and detrimental effects on memory for relevant information (Ning et
al., 2018). Few studies have explored the boundary conditions under which prior
knowledge facilitates or interferes with memory processes. In addition, to what
extent the effects of prior knowledge change over time is unclear. People benefit
from integration of the newly acquired information with pre-existing knowledge
within the relevant area. For example, memory performance was higher after
participants learned familiar essays or after they viewed the first half of a film 1
day before a memory test.
Reading Comprehension
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In the study of Espiel & Carretero (2022), one of the factors that affects the
reading comprehension of students is the lack of reading materials was one of
the factors affecting the reading comprehension of students, wherein students
are provided with limited materials for reading. Another factor is that teachers do
not conduct monitoring and home visitation. Students were not monitored or
visited, especially those who need reading remediation.
Research Literature
According to Gaynor (2022), Bionic Reading is a new method facilitating

the reading process by guiding the eyes through text with artificial fixation points.
As a result, the reader is only focusing on the highlighted initial letters and lets
the brain center complete the word. In a digital world dominated by shallow forms
of reading, Bionic Reading aims to encourage a more in-depth reading and
understanding of written content.
Reading is a mother skill from which all other higher-order skills come. As
such it is of primary importance that when students go to high school and
college, they have acquired the needed reading competencies that will help them
become independent readers. Currently, the poor performance of basic
education students in national reading assessment exams in the Philippines has
caused concern for the reading ability of students in the lower grades. Students
face several difficulties in reading ranging from alphabetic, vocabulary, fluency,
and comprehension skills (Dinoro et al., 2023).
Burke et al. (2023) stated that reading comprehension is a critical aspect

of reading and refers to the processing and understanding of a given text.
Generally, there are three levels of reading comprehension that follow a
hierarchy, with literal comprehension being the most basic, followed by inferential
comprehension, and lastly, evaluative comprehension.
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According to Jaim (2023), through the use of cognitive processing, bionic

reading is a strategy that can improve your understanding and memory of
information. It aids in dissecting words and sentences into their constituent
components and directs your attention to them, enabling you to better
comprehend the message as a whole by seeing how each part fits together. In
order to train your brain to focus on the relevant parts of the text, bionic reading
typically involves bolding or underlining word roots, suffixes, and other word
roots, as well as sentence structure and word choice patterns. By using bionic
reading, you can increase your level of engagement and comprehension with the
text you're reading.
According to Jaeger (2017), the new difficulties associated with

conceiving, comprehending, and enhancing reading ability have been the focus
of recent efforts. According to a number of literacy experts, reading is a
developmental skill that is not solely related to a student's cognitive abilities,
family dynamics, or classroom or school procedures. Instead, it has been
believed that reading development arises from the dynamic interplay between the
reader, family, classroom, and educational system. Consequently, reading skill
development may be examined holistically thanks to the systems theory method,
and more especially the ecological model. It offers a comprehensive framework
for characterizing and elucidating the distribution of educational opportunities at
the micro, meso, exo, and macro systems, as well as how these systems interact
to account for variations in students' reading proficiency.
Casutt (2022) claimed that Bionic Reading uses word segments directly
related to their meanings to speed up word recognition in the brain and enhance
comprehension. With the rise of technology and the pandemic-induced shift to
online platforms, Bionic Reading has the potential to be a revolutionary in
improving reading abilities. In this article, our objective is to promote Bionic
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Readingas an alternative reading approach to individuals who may not be aware

of this technique. By doing so, the researchers hope to discover if Bionic Reading
is a better reading technique than the traditional way of reading and ultimately
improve reading proficiency, particularly in the modern digital environment where
the need for strong reading skills is greater than ever before.
Leroy & Kauchak (2013) adhered the fact that words with a low
occurrence frequency are assumed to be less familiar and therefore more difficult
because a reader will not encounter them as often and is less likely to know their
meaning. Similarly, text that uses more low frequency words can be expected to
be more difficult. In earlier work we have seen indirect evidence of this
relationship and found that easy texts used more words with higher word
frequencies. They also saw a positive effect on understanding and learning when
words with low familiarity (ie, low frequency) were replaced with high frequency
equivalents.
Thompson (2023) defined the goal of Bionic Reading that aims to enhance
comprehension by visually marking the most crucial parts of a text. These visual
indicators can be in the form of bolding, varying font sizes, or color highlighting,
allowing readers to swiftly identify and internalize main points.
A study conducted by Senoo & Yonemoto (2014) stated that new words
are only acquired when the learners have needs: the need to know what the
word means, the need to find the significance of that word by themselves, and
the need to compare the different meaning of words.
Furthermore, many studies have demonstrated the crucial role of word

recognition in reading development. For example, a current review of 28 studies
on reading development from Grades 1 to 9 (Pfost et al. 2013) showed that
primary school students with poor word recognition skills in the lower grades
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exhibited only marginal gains in word recognition until the end of primary school
compared to students with efficient word recognition whose reading development
followed a steeper gradient.
Visual word recognition, or the ability to recall word representations from

memory, is a cornerstone of reading and learning in school. When a child is
presented with a string of letters, the first process is to decode the letters to the
spoken form. If a word has been successfully decoded, it can be recognized as
familiar (seen or heard before) with greater speed. Word recognition is possible
without word identification (recall of meaning and encountered contexts (Perfetti,
2017). Since word recognition can take place by recognizing trained
pseudowords as familiar or by only having a vague sense of familiarity after
having heard a word once or twice.
However, no attempt has been made to reduce various word

characteristics into these three overarching constructs of word form, word
meaning and word exposure and to examine how these relate to children’s word
recognition accuracy and latency in one and the same design. Throughout the
primary grades, children are developing their word recognition skill and they need
to reach a certain accuracy threshold before they can learn to speed up (Juul,
Poulsen, & Elbro, 2014).
Many studies have demonstrated the crucial role of word recognition in

reading development. For example, a current review of 28 studies on reading
development from Grade 1-9 (Pfost et al., 2013) showed that primary school
students with poor word recognition skills in the lower grades exhibited only
marginal gains in reading skills until the end of primary school compared to
students with efficient word recognition whose reading development followed a
steeper gradient.
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When the number of participating children from one class was not
sufficient, we ranked the children of two classes together to make the
assignments to the group of tutors or tutees. Children were tested afterwards
with the German-speaking instrument ProDi-L (Richter et al. 2012) to assess
word recognition skills.
Recto (2023) stated in his study that in an article from Philippine Star in
2019, Philippines received the lowest score in reading comprehension among 79
countries in the 2018 Programme for International Student Assessment (PISA).
This is alarming as Reading is one of the most significant skills that people must
master as a human being. Readers must be given the opportunity to explore new
and alternative reading techniques that may help enhance their reading skills. In
this study, the main objective is to introduce Bionic Reading to a new
environment, and test if it has an effect on the Reading Speed and Reading
Comprehension of selected students of De La Salle University — Dasmariñas.
Subjects of the Study
In a study of Lagarto (2021), majority of the Grade-7 students belonged to

the frustration level in terms of their word recognition in reading an English and
Filipino as well as their reading proficiency, and all Grade-7 students belonged to
the frustration level in terms of their reading comprehension in English and
Filipino passage. This study suggested the needs to ensure the participation of
the parents and community in uplifting the reading proficiency of the students.
Parents may be encouraged to tutor their children especially in reading.
Synthesis of Review of Related Literature
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The above collection of both foreign and local studies provides information
to the proponents that their proposed study has similarities with other system
which is widely used such as of Gelpi (2023) and Durukan (2013) whose studies
were deemed relevant as they gave the relevance of bionic approach, including
the reading speed enhancement of learners with appropriate comprehension
which are the focus of the current study.
Moreover, the current study does not only focus on using the bionic
approach itself nor by just increasing the reading speed with comprehension of
learners, but focuses on applying both significant aspects. The collections of
studies above are related in the area of importance in relation to the current
study. It is not only the students who will benefit upon using the approach, but
also the teachers and parents who can use this to help the learners be engaged
in a faster pace of reading with improvement as well in their reading
comprehension at the same time.
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CHAPTER II
METHODS
This chapter presents a discussion of the method of research employed in

this study. It covers the research design, research locale,
participants/respondents, sampling design, the research instrument, the data
gathering procedures, and the statistical instrument used to answer the problem
of investigation.
Research Design
The research design is the framework of techniques and procedures used

by the researchers to combine various components of research in an efficient
and reasonably logical manner so the research problem is properly handled. The
research design serves as a sketch of how the research should be conducted
properly. The researchers used experimental research in order to know possible
advantages and/or intricacies when the Bionic Method of Reading was
introduced into the learning aspect of Grade 7 students from Recto Memorial
National High School. Specifically, the researchers will use the true experimental
design employing the use of the pretest-posttest control-group design. In this
method, subjects are randomly assigned to two groups and the treatment is
withheld from one group but applied to the other. Both groups are pretested and
post-tested. Since the object is to test the effectiveness of a treatment, in this
case, Bionic Reading, into the learning atmosphere of selected Grade 7 students,
this design is the most appropriate to use especially in this condition.
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Respondents of the Study
The respondents of this study are the selected junior high students from
RMNHS, they are selected through systematic sampling from Grade 7 will be the
respondents. Grade 7 are the most fit respondents of the study as they are the
slow readers and non-readers who are still in the face of developing the next
stage of reading skills development.
Research Locale
This study involves selected Grade 7 students from Recto Memorial

National High School. A sample size of 40 students will be used in the study.
Sampling Technique
This study uses non- probability sampling, using purposive sampling. It is

a sampling technique in which units are selected because they have
characteristics that you need in your sample. In other words, units are selected
“on purpose” in purposive sampling.
Research Instrument
A research instrument is a tool or method used to collect data for a

research study. In this study, the research instrument used is a paper and pen
test for reading level and speed checking.
Data Gathering Procedure
The School Head and the assigned teacher will be informed of the nature
and purpose of this research. After the permission, the researchers will procure a
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list of students per section to prepare for the selection. From this sampling frame,
the researchers will purposively choose the final 40 respondents. For ethical
consideration, these 40 respondents will be given a letter for their parents to sign
if they have approved of their children being part of the experiment. Moreover,
these 40 students will be randomly assigned whether into experimental or control
groups. After choosing the respondents, the researchers will choose a schedule
to conduct a pretest to both groups on reading comprehension with speed. After
a day, the researchers will introduce Bionic Reading to the respondents in the
experimental group leaving the other group without intervention. After a week of
exposure to bionic reading, the respondents, both the experimental and control
group will again be given a posttest on reading comprehension with speed. The
test is of the same nature. Both pretest and posttest results will then be subjected
to statistical analysis.
Statistical Treatment of the Data
Statistical treatment of data is essential to make use of the data in the

right form. Raw data collection is only one aspect of any experiment. The
organization of data is equally important so that appropriate conclusions can be
drawn (Kalla, 2009). The data gathered has been tallied and were analyzed and
interpreted using the following statistical tools:
T-TEST
A t test is a statistical test that is used to compare the means of two

groups. It is often used in hypothesis testing to determine whether a process or
treatment actually has an effect on the population of interest, or whether two
groups are different from one another.
25

AND INNOVATION
Mean Formula
The mean is used as a statistical measure to summarize and describe the

average value of a variable or set of data.
26

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PAMANTASAN NG LUNGSOD NG SAN PABLO

Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

BOC TYPEFACES: THE RAMIFICATION OF BIONIC APPROACH

FOR SPEED READING DEVELOPMENT OF GRADE 7 IN

RECTO MEMORIAL NATIONAL HIGH SCHOOL

A Research Paper Presented to the Colleges of

Teacher Education in Pamantasan ng

Lungsod ng San Pablo

In Partial Fulfillment of the Requirements

for the Degree Bachelor of

Secondary Education Major in English

Arguelles, Apple Mae E.

Empleo, Ma. Raica D.

Ferrer, Daphne Lian U.

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

Nebreja, Kaye Ann V.

Ortega, Nicole Ann Q.

Umali, Ma. Christine Mae C.

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

THE PROBLEM AND ITS BACKGROUND

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

"Because there are three classes of intellects: one which comprehends by

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

This study will show the ramification of implementing Bionic Reading

Statement of the Problem

The thrust of the study is to discover BOC Typefaces: Ramification of Bionic

Specifically, it sought answer to the following questions:

1. What is the profile of the learners in terms of:

1.2 Year Level; and

1.3 Reading Speed

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

4.1 Word Recognition/Familiarity

5.1 Word Recognition/Familiarity

The hypothesis given below will be tested in the study:

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

According to Rizer (2023), the Bionic Reading software creates “artificial

Artificial fixation, centered around the control of eye movements through

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

holds the potential to significantly improve the accessibility of written content,

The researchers created a conceptual paradigm of the study containing

Effects in Reading Speed

Independent Variables Dependent

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

II. Approaches in Reading

Figure 1. Research Paradigm of the Study

Significance of the Study

This study is deemed important to the following:

Students. It can help students develop and enhance their reading

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

Scope and Limitations (or Delimitations) of the Study

This study primarily focused on determining how Bionic Approach helps in

This study was conducted at Recto Memorial National High School

The following terms are defined conceptually and operationally in this

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

Bionic Approach. The utilization of technology to improve reading

Familiarity. often contrasted with ‘recollection’: Whereas recollection refers to the

Reading Speed Development. When someone takes less time to understand