Mabini Colleges, Inc.

GRADUATE SCHOOL
Daet, Camarines Norte

“LEVEL OF READING LITERACY AMONG

GRADE 7 STUDENTS AT
NORTHILLS COLLEGE OF ASIA (NCA), INC.

A Thesis Proposal
Presented to the Faculty of the Graduate School
Mabini Colleges, Inc.
Daet, Camarines Norte

In Partial Fulfillment
of the Requirements for the Course
EDUC-200 Methods of Educational Research

Proponents:

December 16, 2023

 Table of Contents

CHAPTER 1 – The Problem and its Background

Background of the Study 3
Statement of the Problem 9
Hypothesis 10
Significance of the Study 12
Scope and Limitation 13
Definition of terms 14
Assumptions 15
Notes 17

CHAPTER 2 – Review of Related Literature and Study

Related Literature 19
Related Studies 26
Synthesis of the State-of-the-Art 31
Theoretical Framework 33
Conceptual Framework 44
Notes 49

CHAPTER 3 – Research Design and Methodology

Research Methodology 52
Sources of Data 52
Research Instrument 53
Data Gathering Procedure 60
Statistical Treatment Data 61
Notes 61

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 CHAPTER I

THE PROBLEM

BACKGROUND OF THE STUDY

Students' reading literacy in Grade 7 of Northills College of Asia (NCA),

Inc., is an essential part of their overall academic growth. The ability to

successfully understand, interpret, and analyze what is written is referred to as

reading literacy. Higher-order cognitive abilities including deductive reasoning or

inductive reasoning, critical thinking, and the capacity to make connections

between ideas are all part of it, going beyond simple words the process of

decoding.

How to do an assessment on the Level of Reading Literacy among the

Grade 7 students of Northills College of Asia (NCA), Inc.,. Educational

establishments regularly utilize different assessment techniques to determine the

comprehension abilities of their students. These tests have the goal of assessing

students' comprehension of complex texts and their ability to interact with a wide

range of categories as a supplement to their basic reading skills. In order to

improve students' reading skills, educators, elected officials, and parents must

use these evaluations to pinpoint problem areas and modify their teaching

methods.

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 Reading literacy is important in Grade 7, a student's educational journey

reaches a turning point in grade 7, which refers to their transition from

elementary to secondary school. Students are expected to build on their

foundational reading skills at this point to analyze texts that become more

complicated in a variety of subjects. Strong reading abilities are essential for both

academic achievement and lifetime learning since almost all areas of study and

employment require the capacity to understand and evaluate written material.

The following issues influences reading literacy levels among students in

Grade 7 may have different levels of reading literacy due to different reasons.

These include the standard of literacy instruction, the availability of a wide range

of reading materials, socioeconomic variables, and the variations in learning

styles among individuals. Comprehending these factors is essential for

policymakers as well as educators to execute focused interventions that address

specific problems and promote an uplifting reading environment.

Children are the builders of the nation and they are going to be the pillars

of the country. Hence it is essential to ensure that each pillar is strong and to

make it strong this needs education. Reading and writing serves as the major

foundational skill for all school-based education. Reading is the cornerstone of

all academic learning. Learning to read, write, and count is critical for a child's

success in school and in life. Furthermore, the acquisition of reading literacy

skills is important for every learner because this will help in almost every aspect

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of our lives (Keyser, n.d.). Reading is important because spoken and written

words are the building blocks of what we’ll become in the future (Davis, G.,

2016). People, families, relationships, and even the cooperation of nations are

built from words (Cabalo & Cabalo, 2019).

With the vast amount of information readily available for everyone, it would

be unfortunate if a person could not benefit from human beings' accumulated

experiences and achievement if they cannot read. The ability to read is very

crucial in this generation because industrialization is taking place, which is an

extremely powerful force in human affairs. Reading is the true backbone of most

learning, is it math, science, or even home economics hence, it is immeasurably

important. It is expected that as students climb the educational ladder, it is

associated with more reading as the subject become denser and challenging.

A study revealed that individuals bring knowledge and skill to their jobs,

future studies. Despite the emphasis on the importance of reading, the Philippine

Informal Reading Inventory (Phil IRI) Oral Reading result in 2010 shows a

diminishing efficiency in reading skills, especially in the primary grades. This

claim was supported by an alarming level, the numbers posted by other online

articles by A previous study confirmed that the official performance tests on the

high school students in certain 2004-2005 school year showed that only 6.59

percent could read, speak and understand English. Some 44.25 percent had no

knowledge of the English language for everyone.

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 In the Philippines, policies supportive of the contention that reading is an

essential skill to develop in children were provided. One example is the No Read,

No Pass Policy stipulated in National Capital Region (NCR) DepEd

memorandum order number 67, series of 2014. This stringent measure stipulates

that because reading is a learning tool promoting students, with reading skill falls

short of their grade level, it does more harm than good to students. Assessment

of the reading skills among grade 1 students is conducted before they are

promoted to grade 2. Should students perform poorly and not meet the set

proficiency, the learner is retained in his/her previous grade. However, criticism

exists that despite this policy many students who are reaching high school

remain to know not how to read or are struggling readers.

The Department of Education (DepEd) in the Philippines established and

developed programs to encourage reading and to promote the development of

reading skills among Filipino young learners. One of these programs is the

Philippine Informal Reading Program (Phil-IRI) with DepEd mandate for

implementation in all public schools of the country to address the issues

concerning literacy improvement. The program consists of graded passages to

identify the performance of learners in silent reading, oral reading and reading

comprehension. These reading assessments or the conduct of reading inventory

programs are used to determine the reading proficiency of learners in school

which will then serve as basis for conducting enrichment reading programs.

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 Cimmiyotti (2013) stated that reading is essential at all levels of education

because all subjects in the course require reading, which leads to improved

academic performance. The educational system is challenged to produce

effective readers. The Philippines’ poor performance in reading proficiency which

resulted in the country ranking lowest in the world only proves that schools hardly

meet their goal to provide quality and well-informed individuals. Moreover, the

pandemic lockdown greatly affected learners in the country as the recent study

conducted by UNICEF showed the results of students in the Philippines having

poor reading skills. Considering the importance of reading and comprehension,

educators has been called to ascertain that support must be given to children

develop functional literacy determined by the country’s standard (Rillo, 2018).

Unfortunately, majority of our children in primary schools cannot read

effectively before proceeding to junior secondary school. In spite of the

importance of reading in our lives, still a great portion of Filipino students have

been performing generally poor in reading. This was revealed in a 2018 global

survey called Program for International Assessment (PISA) conducted among

600,000 students worldwide. Also, as reported in 2003, Metro Manila was

determined to have the highest literacy rate while the Autonomous Muslim

Mindanao (ARMM) was with the lowest rate (68.9%.) which was a decline from

the 1994 rate of 73.5% [15]. For ten years, 9 out of 15 regions showed a decline

in the literacy rate – two of the Visayan Region (VI and VII) and all of the regions

in Mindanao. This disturbing report has not remained true in 2003. In 2014, the

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DepEd Literacy Council reported based on their ‘literacy mapping’ that 9 out of

the 10 top illiterate barangays come from Mindanao (Rimando, 2014).

The challenges and opportunities addressing challenges in reading

literacy among Grade 7 students of Northills College of Asia (NCA), Inc. may

involve targeted interventions, professional development for educators, and

fostering a culture of reading both in and outside the classroom. Embracing

technology, utilizing varied teaching methods, and promoting a love for reading

can create opportunities for students to enhance their literacy skills and become

lifelong learners.

Given this, the researcher would attempt to determine the existing level of

reading literacy among grade 7 students at Northills College of Asia (NCA), Inc.

This study would provide the teachers with thorough knowledge on the

intervention plans that will be developed to address the things that need to be

addressed after the culmination of this research pursuit. The study intends to

probe and provide essential baseline information concerning intermediate

students reading comprehension level. Addedly, the study intends as well to

supplicate the quantitative data with qualitative ones to provide description and

characterization of the reading development practices of the reading teachers.

These data shall be joined to extrapolate implications serving as a guide for the

creation of a reading program.

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 In conclusion, assessing and improving the level of reading literacy among

Grade 7 students is crucial for their academic success and future prospects. By

understanding the factors influencing literacy levels and implementing effective

strategies, educators and stakeholders can contribute to the development of well-

rounded and literate individuals.

STATEMENT OF THE PROBLEM

This study will be centered on the development and evaluation of the

Level of Reading Literacy among Grade 7 Students of Northills College of Asia

(NCA), Inc.,

Specifically, it will seek to answer the following questions:

1. What is the existing level of reading literacy among grade 7 students at

NCA, Inc.?

2. What specific areas or aspects of reading literacy where Grade 7 students

at Northills College of Asia (NCA), Inc. experiencing particular challenges

specifically in comprehension, vocabulary, and critical thinking?

3. How might the reading literacy level among Grade 7 students at Northills

College of Asia, Inc. impact their overall academic progress and future

educational opportunities?

4. What are the underlying factors affecting the level of reading literacy

among Grade 7 students at Northills College of Asia?

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5. What interventions and recommendations can be suggested to improve

the level of reading literacy of Grade 7 students at Northills College of Asia?

The objectives of the current study are as follows:

1. To determine the existing level of reading literacy among grade 7 students

at Northills College of Asia (NCA), Inc.

2. To identify specific areas or aspects of reading literacy where students

may lack understanding.

3. To determine the difficulties and barriers that may hinder students from

improving their reading literacy and skills.

4. To propose recommendations or interventions for improving reading

literacy levels and skills among Grade 7 students.

HYPOTHESES

When providing hypotheses about the reading literacy level of Grade 7

students of Northills College of Asia (NCA), Inc, it is important to evaluate

multiple factors that could impact their reading ability. A couple of hypotheses

that could be looked into are as follows:

1. There are no significant differences in the quality of early reading literacy

among the students in Grade 7 of Northills College of Asia (NCA), Inc, who were

given high-quality of reading literacy in their early school years are more likely

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than their non-receivers to demonstrate advanced reading literacy skills. Access

to Reading Resources of students who consistently have access to a wide range

of reading materials, such as books, articles, and online resources, will probably

exhibit better reading literacy in Grade 7 of Northills College of Asia (NCA), Inc,.

2. There are no significant differences in the reading literacy levels of Grade

7 students of Northills College of Asia (NCA), Inc, which are greatly influenced by

socioeconomic factors, including parental education and family income. Higher

socioeconomic background students might have access to more resources and

assistance for the development of their literacy. Higher reading literacy levels in

students in Grade 7 have a beneficial relationship with a high literacy

environment at home, which includes parental participation in reading activities.

3. There are no significant differences of technology and reading literacy among

the students in Grade 7 of Northills College of Asia (NCA), Inc, who actively use

e-books, educational apps, and internet resources for reading could have

different reading literacy levels than students who only use traditional print

materials.

4. There is no significant difference to provide a basis for analyzing the complex

connection between reading literacy levels and students in Grade 7 of Northills

College of Asia (NCA), Inc,. By creating studies to test these hypotheses,

11 | P a g e
researchers can gain a better understanding of the components that promote or

hinder the development of reading proficiency in this specific age group.

5. There is no significant difference that students who have reading motivation

are more likely to attain advanced reading literacy skills in Grade 7 if they

demonstrate a high level of fundamental interest and drive in reading. Compared

to students who did not receive aimed reading interventions or literacy assistance

programs in earlier grades, students who took part in these programs noticed

improvements in their reading literacy levels.

SIGNIFICANCE OF THE STUDY

This study will be conducted in the hope of benefitting the following

individuals or groups:

Students - refers to those who are typically in Grade 7 of formal education in a

school system, usually around the age of 12 or 13. The term Grade 7 may vary in

different educational systems, but it generally represents the seventh year of

secondary education.

Teachers - understanding the reading literacy levels of Grade 7 students helps

education authorities and curriculum developers to assess instructional materials

and approaches to address specific needs. This information can inform the

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design of literacy programs that are more effective and relevant to the

developmental stage of these students.

Elected Officials - can use the findings to formulate evidence-based education

policies. This may include allocating resources for literacy programs, professional

development for teachers, and initiatives that promote a reading-friendly

environment in schools.

Parents - play a crucial role in supporting their children's literacy development.

The study's findings can be used to create awareness among parents about the

importance of reading and provide guidance on how they can actively contribute

to their child's literacy growth.

SCOPE AND LIMITATION OF THE STUDY

The study focused on the level of reading literacy among Grade 7

students at Northills College of Asia (NCA). The study will assess the determine

the difficulties and barriers that may hinder students from improving their reading

literacy and skills. The research instrument was developed and validated by the

School Principal, District Supervisor, and Education Program Supervisor who are

considered experts in literacy strategies.

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 The study will be conducted at Northills College of Asia (NCA). Northills

College of Asia (NCA), Inc. is located in Labo, Camarines Norte. Northills College

of Asia (NCA), Inc. is working in Higher education (colleges and universities)

activities. The respondents will be the grade 7 high school who are currently

studying at Northills College of Asia (NCA), Inc., for the school year 2023-2024.

This study delimited other students who do not enroll at Northills College of Asia

(NCA), Inc.

A survey questionnaire will be used in order to obtain responses on the

level of reading literacy among Grade 7 students. Data collected for the research

will be analyzed using descriptive analysis. Finally, validation of the findings will

be sought from the respondents to compare the results of the experiences.

DEFINITION OF TERMS

The following significant terms used in the study are conceptually and

operationally defined for better comprehension of the concepts presented in this

research.

Reading Literacy - the capacity to comprehend, analyze, and critically interact

with written materials. It includes higher-order thinking cognitive processes like

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comprehension, analysis, and information synthesis and goes beyond the basic

capacity of understanding words.

Socioeconomic factors - the economic and social conditions that affect

people's or communities' overall well-being, opportunities, and standard of living.

These elements frequently interact and have a big impact on different parts of a

person's or a group's life.

Reading Comprehension - is the ability to understand and interpret the

meaning of written text. It involves more than just recognizing and decoding

words; it requires the reader to engage with the text, comprehend its content, and

extract meaningful information.

ASSUMPTIONS

Conclusions showed that there were significant differences between the

researchers conducted on the reading literacy level of Grade 7 students of

Northills College of Asia (NCA), Inc., points out the importance of understanding

and tackling all of the factors that impact their reading ability. The researchers’

conclusions offer informative information that will help parents, elected officials,

and educators develop successful plans to improve their children's literacy at this

important point in their academic lives.

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 The results indicate that a variety of factors, such as the quality of early

literacy education, the availability of reading resources, the socioeconomic

background of the students, and the success of teaching techniques, affect the

reading literacy level of students in Grade 7 of Northills College of Asia (NCA),

Inc.. All of these factors work together to create a complex environment where

support systems and interventions must be customized to accommodate the

specific requirements of every student. For the purpose of encouraging a love of

reading, the study points out the significance of early literacy interventions and

the role that a rich understanding environment—at home and in school—plays. It

emphasizes how critical it is to address inequality in society and ensure fair

access to resources in order to give every student in Grade 7 the chance to

acquire strong reading abilities. The outcomes also suggest that parental

involvement, teacher effectiveness, and technology integration are important

factors that can raise students' reading literacy levels in Grade 7 of Northills

College of Asia (NCA), Inc. As we create to a closest on this study, it is evident

that creating a learning environment that supports and improves the reading

literacy skills of students in Grade 7 of Northills College of Asia (NCA), Inc.

requires a comprehensive and cooperative approach involving educators,

parents, and elected officials.

Moving forward, the information collected through this study can direct the

developing of centered literacy efforts, teacher professional development

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programs, and regulation aimed at encouraging a culture of reading support. We

are able to promote Grade 7 students of Northills College of Asia (NCA), Inc. as

their overall academic success and lifelong learning as they advance in their

educational journeys by addressing the concerns that were raised and building

on the strengths the study revealed.

NOTES

Davis, G. (2021). Why is reading important? Learn To Read. https://www.learn-

to-read-prince-george.com/why-is-reading-important.html

Cabalo, J., & Cabalo, M. (2019). Factors Affecting Pupils’ Reading Proficiency in

Multi-grade Classes Among Rural Elementary Schools. International Journal of

Science and Management Studies, 02(02).

http://www.ijsmsjournal.org/2019/volume-2%20issue-2/ijsms-v2i2p114.pd

Rillo, R. & Alieto, E. (2018). Indirectness Markers in Korean and Persian English

Essays: Implications for Teaching Writing to EFL Learners. English as an

International Language, 13(2.2), 165-184.

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Rimando, P. (2014, August 23). News. Retrieved January 31, 2019, from Manila

Standard: http://www.manilastandard.net/news/- provinces/155621/9-of-top-10-

illiterate-barangaysfound-in-mindanao.html

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a comprehensive review, discussion and analysis of

the researcher’s gathered related literature and studies. These obtained related

literature and studies provide informative background and support to the main

concept and objectives of this current research.

a. LITERATURE

The following are the researcher’s gathered related foreign and local

literatures.

Foreign Literature

Reading literacy has been a big challenge in most parts of the world.

Many studies, for instance, the National Assessment of Educational Progress

(NAEP) of 2010 have revealed that globally, reading levels by learners in early

grades of school, are low and this is a big challenge in many countries. The

National Assessment of Educational Progress (NAEP) that was carried out in

America in 2009 reports that ‘millions of American children reach fourth grade

without learning to read proficiently. It further comments that reading proficiently

by the end of third grade is a crucial marker in a child’s educational development.

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 Reading proficiency is considered an important competency for academic

learning. High reading proficiency is especially important in the development of

higher reading skills, where students need to access and process text

information in different domains of learning in school (Kern & Friedman, 2009)

and in other aspects of adult life (Coulombe et al., 2004). The United Nations

International Children's Emergency Fund found out that 15% of school children

can read simple text. Meaning that there are only three out of every twenty are

literate. The pandemic lockdown was found to be one factor that affected this

finding. According to Sanford (2015), one of the most significant problems

impeding kids' reading comprehension is phonemic awareness, or the capacity to

absorb the individual sounds of letters, which is required for word recognition.

Another element influencing a student's ability to read and comprehend texts is

poor working memory.

According to national and international tests of literacy, such as the

Program for International Student Assessment (PISA) and National Assessment

of Educational Progress (National Assessment of Education Progress [NAEP]),

students in the United States are unable to do relatively easy literacy tasks such

as locate relevant information to determine the main idea of a text or make

simple inferences (Kastberg, Chan, & Murray, 2016; National Center for

Education Statistics, 2017).

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 From the most recent PISA, U.S. adolescents rank 15th in literacy skills.

Results showed that 19% of the 15-year-olds tested scored below a Level 2 (of

6) indicating they had difficulty with tasks such as locating explicitly stated

information, recognizing main ideas, and making low-level inferences in a familiar

topic. Only 10% of U.S. students achieved a Level 5 indicating that they could

organize several pieces of deeply embedded information, and engage in

reflective, evaluative, and interpretative tasks in unfamiliar topics. Similarly, the

NAEP scores showed that 64% of eighth grade students read at or below a basic

level. Unfortunately, these scores have remained relatively flat for many years

and have led many educators, researchers, and policy makers to question how

well students are being prepared for a job market that increasingly requires self-

learning, analytical skills, and transferable knowledge (e.g., Goldman &

Pellegrino, 2015).

Literacy has been popularly and conventionally defined as the ability to

read and write at an adequate level of proficiency that is necessary for

communication. However, literacy does in fact go beyond reading and writing and

it is indeed a contested term. Hence, the term reading literacy is referred to.

According to the United Nations Educational, Scientific and Cultural Organization

(UNESCO) statistics, about 861 million people (20% of the world’s adults) cannot

read or write, and therefore, cannot be fully fledged members of their societies.

UNESCO is of the opinion that approximately one billion people were illiterate

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worldwide at the turn of the century, and prospects of a radical improvement

seem to be unlikely (University of Pretoria 2006).

In the broader sense, literacy encompasses the basic learning skills of

listening, reading and writing. Literacy, specifically reading literacy, forms the

foundation of scholastic success at primary, secondary and tertiary level

(Pretorius and Machet 2004). Pretorius (2002) confirms that learners who are

good readers also tend to excel academically. Bearing in mind the new literacies

theory, the meaning of literacy has also become deictic since we are living at a

time where there are rapidly changing communication and information

technologies, each of which requires new literacies (Leu 2000, cited in Leu et al.

2013). Hence, being previously literate in terms of static book technologies,

would not necessarily mean that one is literate today in light of new technologies

such as Google, Skype, iMovie, Dropbox, Facebook and the many mobile

applications. Being literate in the future would be defined by the technologies that

emerge in years to come. Thus, the concept of new literacies implies that literacy

is not just new today but becomes new everyday (Leu et al. 2013).

Local Literature

In the Philippines, there are a lot of programs that have been implemented

to support the learners’ reading performance. Literacy enhancement is one of the

Department of Education's top priorities. This is anchored on the flagship

program of the Department: “Every Child A Reader Program (ECARP),” This

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aspires to make every Filipino child proficient in reading and writing at their grade

level (DepEd Order Number 14, 2018). Nevertheless, some public elementary

schools across the country were not successful in implementing it. A study by

Adriano in 2015, revealed that in Bulacan public elementary schools, ECARP

was not effective in improving the reading skills of the students. Moreover, there

was a problem with the school’s capacity to implement the program due to the

lack of monitoring and follow-through by the administration. In addition, former

DepEd Sec. Abad said in 2005, that poor reading comprehension, which leads to

a lack of understanding of printed symbols, is one of the most significant

challenges in reading.

Moreover, policies supportive of the contention that reading is an essential

skill to develop in children were provided. One example is the No Read, No Pass

Policy stipulated in National Capital Region (NCR) DepEd memorandum order

number 67, series of 2014. This stringent measure stipulates that because

reading is a learning tool promoting students, with reading skill falls short of their

grade level, it does more harm than good to students. Assessment of the reading

skills among grade 1 students is conducted before they are promoted to grade 2.

Should students perform poorly and not meet the set proficiency, the learner is

retained in his/her previous grade.

However, criticism exists that despite this policy many students who are

reaching high school remain to know not how to read or are struggling readers.

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Besides, the digits are showing the view about the landscape of literacy that the

country is currently in. Data shows that by the time children graduate from

elementary and promoted to high school one-third are identified to ‘frustrated

readers' and another one-third are ‘instructional reader’ (Luz, J2007). These

levels are both below the desired and expected reading level for the grade and

age of the learners.

Moreover, there are still a lot of factors that influence a learner's ability to

read such as a decoding deficit, a lack of attention, a poor vocabulary, a lack of

knowledge foundation, poor language processing skills, poor memory, and so on

(Modesto & Ferreira, 2013). In the PISA 2018, around 80% of Filipino students

who participated did not reach the minimum Level 2 of proficiency in reading

(Organization for Economic Co-operation and Development [OECD], 2018).

Findings from the 2018 PISA (Program for International Student Assessment)

indicated that, among 79 nations, the Philippines ranked the lowest in reading

comprehension. This is because of various non-cognitive factors related to the

Filipino learners’ home backgrounds, learning beliefs and motivations, classroom

and school experiences, to mention a few.

In 2019, data shows through the Program for International Assessment

(PISA), that Filipino students around the age of 15 got a rating of 340 points in

reading comprehension, lower than the average of 487 points which

consequently made the Philippines to be the last among 79 countries as

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reiterated by Manaog (2020). This fact requires Philippine educators to revisit the

traces of developing reading comprehension skills for its learners down to the

beginning reading stage. For it is believed that the vital element in the acquisition

of these useful and advance information is the ability to decode and comprehend

this information starting from the most basic reading competencies such as the

ability to identify letter name, identify letter sound, discriminate initial sound, read

familiar words and read oral passage.

Since without truly developing these basic reading competencies then

consequently, the rippling problematic effects will be seen. It is in this context that

basic reading competencies come in and play critically in the process of

acquisition of this information which are found through written texts that were

made by brilliant thinkers in order to make sure that the information is intact as

these are passed on from generation to generation. Relatively, in the context of

reading, according to Shea and Ceprano (2017), the written texts are intended as

a form of communication between an author and the reader and in order for

this to be accomplished, the reader must have constructed meaning with the

composition, grasping ideas and information, analyzing and evaluating content

for accuracy, and making connections with background knowledge and life

experiences – including social, cultural, educational, and other

demographics – to succeed in between and beyond lines so as to detect

stated and implied meanings.

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 Relative to this, Shea and Ceprano (2017) added that understanding

would vary as readers dig for information in a text and synthesize it with

personal schema in the process of constructing meaning since in reading,

according Bourgoin and Dicks (2019), readers draw upon various sources of

information such as meaning, language structures, and phonological and visual

information as well as strategies in order to monitor their reading, search for

information, and correct their reading.

b. STUDIES

This part of the study presents and reviews the gathered related past studies

both in foreign and local settings.

Foreign studies

Children who do not learn to read in the early grades risk falling further

and further behind in later ones, as they cannot absorb printed information, follow

written instructions, or communicate well in writing according to Gove and

Wetterberg (2011). This implies two specific points which include the value of

having good foundational competencies in the beginning reading stage so as to

allow every learner to move forward in the succeeding competencies and that

reading competence is crucial in developing the rest of the educational

outcomes.

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 Hence as pointed out by Anstey and Bull (2004) that despite the modern

advances in information technology and the development of a range of

communication tools in the advance world, learning to read remains important in

the sense that reading is primarily the gateway to a lot of information and

competencies across aspects of life. This is why poor reading skills is always

considered a challenge since this would yield disappointing results and as

emphasized by Hanushek & Woessman (2009), often early dropout from the

education system and in the aggregate, reading and learning achievement are

central to economic productivity and growth. Despite this valuable information

concerning the relevant impact of reading literacy in a country’s economic

growth, still there are many children around the world who are being labeled as

“not good enough” in their reading literacy classes according to Khalfaoui

(2018).

Reading literacy refers to understanding, evaluating, using and engaging

with written text to participate in the society, to achieve one's goals and to

develop one's knowledge and potential (OECD, 2019b). In this case, it could

mean that they have poor foundational reading competencies in beginning

reading such as the ability to identify letter name, identify letter sound,

discriminate initial sound, read familiar words and read oral passage. Hence,

the failure to solidify these foundational reading skills at the beginning reading

stage somehow can create a ripple effect in the latter years of a child’s quest in

developing higher competencies in reading and ultimately in other aspects of life

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as well, as emphasized by Brink and Nel (2019) when they cited OECD, that

early reading literacy is one of the foremost important aspects of a child’s first

years in his academic journey. Children need reading literacy to progress through

life.

Due to the fact that reading competence has significant impact to

the economic growth of a country, the Organization for Economic

Cooperation and Development (OECD) through its Program for International

Students Assessment (PISA) examines what students know in reading,

mathematics and science, and what they can do with what they know. PISA

provides the foremost comprehensive and rigorous international assessment

of student learning outcomes to date. Results from PISA indicate the

standard and equity of learning outcomes attained all over the world, and permit

educators and policy makers to find out from the policies and practices applied in

other countries.

Acquiring competences in reading and writing has been a big challenge in most

parts of the world. Many studies, for instance, the National Assessment of

Educational Progress (NAEP) of 2010 have revealed that globally reading levels

by learners are low and this is a big challenge in many countries. The National

Assessment of Educational Progress (NAEP) that was carried out in America in

2009 reports that ‘millions of American children reach fourth grade without

28 | P a g e
learning to read proficiently. It further comments that reading proficiently by the

end of third grade is a crucial marker in a child’s educational development.

Factors that hinder or enhance literacy achievements may be categorized

into three. These are parents or community factors, teacher or the school factor

and pupil-based factors. A study on determining factors that contribute to low

literacy levels among primary school pupils in Mkuranga district of Tanzania

where Data was collected quantitatively through semi- structured questionnaires

by Ngussa (2015) reported that Community/parental based factors are factors

within the community that impede or enhance pupils’ literacy performance. Good

performance is realized when parents work in consultation with the teachers in

order to understand their children better. Participation puts pupils on alert and

study in school as they know that their parents would inquire and check about

their performance. Also, parents may not be able to provide much guidance and

help their children’s performance improve when they are ignorant of what

happens in school.

On pupil-based factors the author expounded that these are the factors

within the pupils that could enhance or hinder their literacy performance. In the

pupil-based factors; the language use, pupils’ rate of absenteeism and pupils’

lateness to school are considered to be factors influencing low literacy

performance (Mkandawire and Tambulukani, 2017). While this study was

conducted in Tanzania with a focus on factors leading to low literacy levels, this

29 | P a g e
study will be done in Zambia with a focus on teacher’s views on the factors that

lead to literacy achievements among grade one to four pupils.

Subsequently, Nyamu (2015) also conducted research which aimed at

assessing the factors influencing achievement of basic reading literacy outcomes

in public primary schools in Nyeri County in Kenya. This study engaged

quantitative data collection and analysis procedures, the findings were that

factors in the pupils’ home environment that influence achievement of basic

reading literacy include social economic status, parental educational level,

educational resources at home, lack of parental guidance, adequate reading

literacy activities at home, inadequate teaching and learning resources by the

school, Students’ characteristics such as high attendance, rate, and high

attentiveness, influence achievement of basic reading literacy to a small extent

and also pupils’ lack of motivation. While the author above labored much on

factors leading to low literacy levels in Kenya, this research study did not look at

teacher’s understanding of factors that can lead to literacy achievements in a

Zambian context which the current study will address.

Local studies

Cabanilla (2023) conducted a systematic review on the reading literacy

Skills of learners in the Philippines. This meta-synthesis aims to synthesize

factors that affect the low reading literacy skills among pupils enrolled in

elementary schools in the Philippines. Fifteen (15) studies from 2013 to 2022

30 | P a g e
were screened and selected using a set of inclusion and exclusion criteria.

Published papers from Google Scholar, CrossRef, and OpenAlex databases from

Publish or Perish software were used to collect studies related to the factors

affecting the pupils’ low reading literacy skills. The Critical Appraisal Skills

Programme (CASP) checklist was utilized to quality check data, and the

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)

flow diagram was used to organize the studies that are included.

By using thematic analysis, the factors affecting the low reading literacy

skills in Philippines’ elementary learners were identified as the meta-theme.

Accordingly, seven sub-themes emerged namely, lack of reading elements,

inclusion of learners-at-risk, lack of reading enthusiasm, teacher’s incompetence,

shortage in reading materials and facilities, parental involvement and student’s

health. Therefore, when creating development plans for the learners, the

requirement for reading level advancement must be taken into account. It is

recommended that a restructured reading program with constant progress

monitoring and reading diagnosis be conducted in Philippine elementary schools.

On the other hand, Keh (n.d.) rules out the biggest reason why many Filipinos

are tormented on literacy struggles in their lives and that is, poverty. “Many

students are unable to finish education because they do not have enough

resources that will enable them to go to school and receive a decent education”

(Keh, n.d., para. 4). Furthermore, Grimwald (n.d.) emphasize that there is a

31 | P a g e
deterioration of literacy in the Philippines and that, the three main culprits for this

are: (1) corruption, (2) unqualified teachers and personnel, and (3) the anti-

intellectual media.

c. SYNTHEIS OF THE STATE OF THE ART

This part of the research presents the summary of the gathered related

literatures. In terms of foreign literatures, relevantly focused on the benefits of

learning (Kern & Friedman, 2009), (Coulombe et al., 2004) , Sanford (2015) ,

(Kastberg, Chan, & Murray, 2016; National Center for Education Statistics,

2017). in enhancing reading proficiency, addressing the challenges mentioned in

the context. By integrating various art forms into literacy education, educators

can create a multisensory and engaging learning environment that caters to

different learning styles and addresses specific issues such as phonemic

awareness and working memory. Researchers can address the multifaceted

challenges associated with reading proficiency. This approach not only makes

learning more enjoyable but also provides a holistic and effective way to improve

literacy skills, especially for students facing difficulties related to phonemic

awareness and working memory. Given the challenges highlighted by national

and international literacy assessments like PISA and NAEP, addressing the issue

of low literacy proficiency among students in the United States requires a

comprehensive and targeted approach. Advocate for literacy-related policies at

the school, district, and national levels. This may involve collaborating with

32 | P a g e
policymakers to allocate resources, implement effective programs, and support

research-based literacy initiatives. Addressing the challenges in literacy

proficiency requires a coordinated effort involving educators, administrators,

families, and policymakers. By implementing a multifaceted approach that

combines early intervention, professional development, technology integration,

and community involvement, it is possible to create an environment that supports

and enhances literacy skills among students in the United States.

From the previous related literature and studies, it shows that reading has

always been considered essential to academic success. Unfortunately, a lot of

students have trouble with this aspect. Results from the Program for International

Student Assessment revealed that, out of 79 nations, the Philippines had the

lowest reading comprehension scores. This only shows the lack of basic reading

and comprehension skills among students. It is critical to identify the issues that

are rooted in low reading proficiency to develop and enhance students' reading

comprehension skills as a vital component of their overall learning (Larioque,

2019).

Some researches assessed literacy achievements and the factors that

hinder or enhance literacy achievements of learners. Most if not all scholars’

dwells much on the factors leading to low literacy levels among learners. For

instance, Tomas et al (2021) stated that one of the underlying problems that

affect the poor reading skills of learners is their non-mastery of the elements of

33 | P a g e
reading: (1) no phonological awareness; (2) not knowing the alphabet; (3) not

knowing phonics; (4) weak word identification and vocabulary; (5) lack of fluency

skills; and (6) not understanding what is being read.

d. THEORETICAL FRAMEWORK

This study will be anchored on three educational theories for its theoretical

basis and foundation. These theories include Program for International Student

Assessment (PISA) and National Assessment of Educational Progress (National

Assessment of Education Progress [NAEP]), Rapidly Changing Communication

and Information Technologies and Every Child A Reader Program (ECARP).

The first one is The Program for International Student Assessment (PISA) is a

globally recognized initiative that assesses and compares the performance of 15-

year-old students in various countries. PISA is coordinated by the Organization

for Economic Cooperation and Development (OECD) and is conducted every

three years. The assessment focuses on evaluating students' knowledge and

skills in reading, mathematics, and science, with an emphasis on assessing their

ability to apply what they have learned to real-world problems. Here are key

aspects of PISA:

1. Assessment Areas: PISA assesses three main domains: reading,

mathematics, and science. It goes beyond traditional academic content

34 | P a g e
 knowledge and evaluates students' ability to apply their knowledge to real-

life situations.

2. Problem-Solving Skills: PISA places a strong emphasis on assessing

students' problem-solving skills. The assessment includes tasks that

require students to analyze, reason, and apply their knowledge in practical

contexts, reflecting the demands of the modern world.

3. Cognitive Skills: PISA assesses not only what students know but also their

cognitive skills. This includes their ability to think critically, reason logically,

and apply knowledge to solve complex problems.

4. Contextual Questionnaires: In addition to the main assessment, PISA

includes contextual questionnaires that gather information about students'

backgrounds, experiences, and attitudes towards learning. This allows for

a more comprehensive understanding of the factors influencing

educational outcomes.

5. Cross-Cultural Comparison: PISA provides a platform for cross-cultural

comparison of educational systems. By assessing students in a diverse

range of countries, PISA allows policymakers and educators to compare

the effectiveness of different education systems and identify best

practices.

6. Cycle of Assessment: PISA operates on a three-year cycle. Each cycle

focuses on one of the core domains (reading, mathematics, or science),

and additional subjects, such as collaborative problem-solving or financial

literacy, may be included in some cycles.

35 | P a g e
 7. Sample-Based Approach: PISA uses a sample-based approach, selecting

a representative sample of students from each participating country. This

sample is designed to be reflective of the broader population of 15-year-

olds in terms of demographics and socioeconomic backgrounds.

8. Computer-Based Assessment: PISA has transitioned to computer-based

assessments, allowing for a more interactive and dynamic testing

environment. This shift reflects the increasing importance of digital literacy

skills.

9. Policy Implications: PISA results are used to inform education policies and

practices. Countries use the findings to identify areas of strength and

weakness in their education systems, leading to targeted interventions

and improvements.

10. Global Benchmarking: PISA results are widely used for global

benchmarking. Countries often use their performance in PISA as a

reference point to gauge the effectiveness of their education systems

relative to international standards.

PISA has become a valuable tool for policymakers, educators, and

researchers interested in understanding the effectiveness of education systems

and identifying areas for improvement. It provides a snapshot of the skills and

competencies of 15-year-olds around the world and contributes to ongoing

discussions about education policy and practice.

36 | P a g e
 The National Assessment of Educational Progress (NAEP) is an ongoing

assessment program in the United States that provides a comprehensive and

nationally representative measure of student performance in various subjects.

NAEP is often referred to as the "Nation's Report Card." Here are key aspects of

the National Assessment of Educational Progress:

Purpose:

The primary purpose of NAEP is to assess and report the academic

achievement of American students in subjects such as reading, mathematics,

science, and writing. It serves as a tool for policymakers, educators, and the

public to gauge the effectiveness of educational programs and policies.

1. Nationally Representative Sampling: NAEP uses a carefully designed

sampling process to select a representative sample of students from

different demographic groups and regions across the United States. This

allows for meaningful comparisons at the national and state levels.

2. Long-Term Trend and Main Assessment: NAEP consists of two main

types of assessments: the Long-Term Trend (LTT) assessment and the

Main NAEP assessment. The LTT assesses trends in student

performance over several decades, providing insights into long-term

educational progress. The Main NAEP is conducted periodically and

focuses on specific subjects.

3. Subject Areas: NAEP assesses student performance in a variety of

subject areas, including mathematics, reading, science, writing, the arts,

37 | P a g e
 civics, geography, U.S. history, and technology and engineering literacy.

The assessments are designed to reflect the curriculum taught in schools.

4. Grade Levels: NAEP assesses students at different grade levels, including

grades 4, 8, and 12. The assessments are designed to measure students'

knowledge and skills at key points in their educational journey.

5. Assessment Frameworks: NAEP uses frameworks for each subject,

outlining the content and skills to be assessed. These frameworks are

developed through a collaborative process involving educators,

policymakers, and subject-matter experts.

6. Assessment Formats: NAEP employs a variety of assessment formats,

including multiple-choice questions, constructed-response items, and

hands-on tasks. The assessments are designed to measure both basic

and advanced levels of proficiency.

7. Technology and Engineering Literacy (TEL) Assessment: NAEP includes

a Technology and Engineering Literacy assessment that measures

students' ability to apply technological and engineering skills to real-world

situations. This assessment reflects the increasing importance of

technology education.

8. No Individual Scores: Unlike other standardized tests, NAEP does not

provide individual scores for students. Instead, it focuses on aggregate

results at the national, state, and sometimes district levels.

9. Policy Implications: NAEP results are used to inform educational policies

and practices. Policymakers, educators, and researchers use the data to

38 | P a g e
 identify areas of strength and areas in need of improvement, guiding

efforts to enhance the quality of education in the United States.

NAEP is a valuable tool for assessing the overall progress of American

students in key subject areas, providing a basis for understanding educational

trends and informing evidence-based decision-making in education policy and

practice.

The second is the Rapidly changing communication and information

technologies have had profound effects on various aspects of society,

transforming the way people communicate, access information, and conduct

business. Here are some key aspects of this transformation:

1. Instant Communication: Technologies such as smartphones, social media,

and messaging apps have revolutionized communication, enabling instant

and real-time interactions across the globe. This has implications for

personal communication, business transactions, and emergency response

systems.

2. Global Connectivity: The internet has connected people globally, breaking

down geographical barriers. Information can be shared and accessed from

virtually anywhere in the world, leading to a more interconnected and

interdependent global society.

39 | P a g e
3. Social Media Impact: Social media platforms have emerged as powerful

tools for communication, information sharing, and social interaction. They

have influenced how people connect, share news, and engage with

content, shaping public discourse and opinions.

4. E-Commerce and Online Transactions: The rise of e-commerce has

transformed the way people shop and conduct business. Online platforms

facilitate buying and selling goods and services, providing convenience

and accessibility to a global marketplace.

5. Big Data and Analytics: The abundance of digital data generated through

online activities has given rise to big data analytics. Businesses and

organizations use data analytics to gain insights into consumer behavior,

improve decision-making, and enhance overall efficiency.

6. Cloud Computing: Cloud computing has revolutionized the storage and

processing of data. It allows users to access and store information

remotely, reducing the need for physical infrastructure and enabling

collaboration on a global scale.

7. Artificial Intelligence (AI): AI technologies, including machine learning and

natural language processing, are becoming increasingly integrated into

various applications. AI contributes to automation, personalization, and the

development of intelligent systems that can perform complex tasks.

8. Cybersecurity Challenges: As technology advances, the importance of

cybersecurity has grown. The increased connectivity and dependence on

digital platforms make individuals, businesses, and governments

40 | P a g e
 vulnerable to cyber threats, requiring ongoing efforts to enhance security

measures.

9. Mobile Technology: Mobile devices have become ubiquitous, providing

access to a wide range of services, information, and applications. Mobile

technology has transformed the way people work, communicate, and

access entertainment.

10. Virtual and Augmented Reality: Virtual and augmented reality technologies

offer immersive experiences, impacting industries such as gaming,

education, healthcare, and training. These technologies have the potential

to redefine how people interact with digital content and their physical

surroundings.

11. 5G Technology: The rollout of 5G technology promises faster and more

reliable internet connectivity, enabling new possibilities for communication,

IoT (Internet of Things) applications, and enhanced mobile experiences.

12. Digital Transformation in Industries: Various industries, including

healthcare, education, finance, and manufacturing, are undergoing digital

transformations. This involves the integration of digital technologies to

improve processes, enhance efficiency, and deliver new services.

The rapid pace of technological change continues to shape the way society’s

function, presenting both opportunities and challenges. Keeping up with these

advancements requires adaptability, digital literacy, and thoughtful consideration

of the ethical implications associated with the use of emerging technologies.

41 | P a g e
As of my last knowledge update in January 2022, I don't have specific

information about an educational program called "Every Child A Reader

Program" (ECARP). It's possible that there have been developments or new

programs introduced since then. However, I can provide you with a general

overview of what a program with a similar name might entail, based on common

initiatives aimed at promoting literacy and reading proficiency in children.

Educational programs focused on promoting literacy typically aim to ensure that

every child develops strong reading skills, often starting at an early age. These

programs may include various components, such as:

1. Early Literacy Initiatives: Many programs focus on promoting early literacy

skills in young children, recognizing the importance of a strong foundation

in reading for future academic success.

2. Reading Intervention Strategies: Programs may incorporate targeted

interventions for children who are struggling with reading. This could

involve additional support, resources, or specialized instruction to address

individual learning needs.

3. Parental and Community Involvement: Effective literacy programs often

involve parents, families, and the broader community in supporting

children's reading development. This may include literacy workshops,

community events, and resources for parents to engage in reading

activities with their children at home.

42 | P a g e
 4. Professional Development for Educators: Supporting teachers with

ongoing professional development is a common component. This ensures

that educators are equipped with the latest strategies and tools to

enhance literacy instruction in the classroom.

5. Access to Books and Resources: Programs may work to improve access

to books and reading resources, especially in underserved communities.

This can involve initiatives to build libraries, distribute books, or provide

digital resources.

6. Assessment and Monitoring: Regular assessment and monitoring of

students' reading progress are often integral to these programs. This

allows educators to identify areas of improvement and tailor interventions

accordingly.

7. Technology Integration: Some programs leverage technology to enhance

literacy instruction. This could include the use of educational apps, online

resources, and digital platforms to engage students in reading activities.

8. Collaboration with Community Organizations: Collaborating with local

organizations, libraries, and community centers can help extend the reach

of literacy programs and create a supportive network for children's reading

development.

If "Every Child A Reader Program" is a specific program or initiative

introduced after my last update, I recommend checking official education

department websites, educational organizations, or relevant government

43 | P a g e
agencies for the most recent and detailed information about the program's goals,

components, and outcomes.

STAKEHOLDERS
SUPPORT LEARNING
RESOURCES

STUDENTS PERFORMANCE

LEVEL OF READING LITERACY

AMONG GRADE 7 STUDENTS AT
NORTHILLS COLLEGE OF ASIA
(NCA), INC

44 | P a g e
 Figure 1. Theoretical Paradigm of the Study

e. CONCEPTUAL FRAMEWORK

The reading literacy among Grade 7 students of Northills College of Asia

(NCA), INC., provide a structured understanding of the factors influencing

reading proficiency at this particular stage of education. Here is a conceptual

framework that outlines key elements:

1. Individual Factors: Cognitive Development: Consider the cognitive abilities

of seventh-grade students, acknowledging that they are in the formal

operational stage according to Piaget's theory. This stage allows for more

abstract thinking, impacting reading comprehension and critical analysis.

2. Reading Motivation: Explore individual differences in reading motivation

and interest. This includes intrinsic motivation, the enjoyment of reading,

and the relevance of reading materials to students' lives.

3. Language Proficiency: Recognize the importance of language skills in

reading literacy. Consider the students' proficiency in the language of

instruction, including vocabulary, grammar, and comprehension.

45 | P a g e
4. Social and Cultural Factors: Socio-Economic Status: Investigate the

impact of socio-economic factors on reading literacy. Students from

different socio-economic backgrounds may have varying access to

resources and support for literacy development.

5. Cultural Context: Understand how cultural influences shape reading

practices and preferences. Recognize the diversity of experiences and

backgrounds within the seventh-grade student population.

6. Family Support: Assess the role of family support and involvement in

fostering reading habits. Consider the availability of books at home,

parental encouragement, and literacy-related activities within the family.

7. Educational Factors: Quality of Instruction: Examine the effectiveness of

reading instruction methods. This includes the use of evidence-based

practices, teacher pedagogy, and the incorporation of differentiated

instruction to meet the diverse needs of students. Curricular Relevance:

Evaluate the alignment of reading materials with the curriculum and the

interests of seventh-grade students. Explore the balance between fiction

and non-fiction texts, and consider the relevance of readings to real-world

applications. Assessment Practices: Consider the types of assessments

used to measure reading literacy. Formative and summative assessments

46 | P a g e
 should align with learning objectives and provide valuable feedback for

instructional improvement.

8. Technological Influences: Digital Literacy: Acknowledge the impact of

technology on reading practices. Explore how digital literacy skills,

including navigating online texts and critically evaluating digital

information, contribute to overall reading proficiency. Access to

Technology: Consider variations in students' access to technology both at

school and at home. Addressing the digital divide is crucial for ensuring

equitable opportunities for learning.

9. Psychosocial Development: Peer Interactions: Recognize the role of peer

interactions in shaping reading habits. Collaborative reading activities and

book discussions can enhance social aspects of learning. Identity and

Agency: Explore how seventh-grade students develop their reading

identities and agency. Encourage students to see themselves as capable

readers who can make meaningful choices about their reading

preferences.

10. Intervening Variables: Reading Strategies: Investigate the use of reading

strategies among seventh-grade students. This includes skills such as

summarization, questioning, and making connections to enhance

comprehension. Metacognitive Awareness: Consider the students'

47 | P a g e
 metacognitive awareness of their reading processes. Encourage reflective

practices that help students monitor and regulate their comprehension

strategies.

This conceptual framework provides a foundation for understanding the

complex interplay of factors influencing reading literacy among seventh-grade

students. It emphasizes the importance of considering individual, social, cultural,

educational, and technological elements in designing effective interventions and

instructional approaches.

LEVEL OF READING LITERACY AMONG GRADE 7 STUDENTS AT

NORTHILLS COLLEGE OF ASIA (NCA), INC

Impact
Sudden adjustments to
environments, resources/ Factors that Influence
GRADE 7
materials, moral support from
teachers STUDENT -Environment

-Family

-Technological Devices

-Guidance in Support

48 | P a g e
 Significant Effects/Benefits
-Student-centered
-Simplified
-Cost-efficient
-access to learning material with mobility and ubiquity
-promoting flexibility in terms of location, place, time, speed and space
-involves knowledge sharing, problem solving and one-to-one discussion, thus allowing for maximum extent
of feedback among both the teaching and learning ends

Figure 2. Conceptual Paradigm of the Study

f. NOTES

Goldman S. R., Pellegrino J. W. (2015). Research on learning and instruction:

Implications for curriculum, instruction, and assessment. Policy Insights From the

Behavioral and Brain Sciences, 2, 33-41.

Kastberg D., Chan J. Y., Murray G. (2016). Performance of U.S. 15-year-old

students in science, reading, and mathematics literacy in an international context:

First look at PISA 2015 (NCES 2017-048). Washington, DC: National Center for

Education Statistics, U.S. Department of Education. Retrieved from

http://nces.ed.gov/pu

49 | P a g e
Ngussa, N.k. (2015). Factors contributing to low literacy among primary school

pupils: a case of Mkuranga district, Tanzania. Published dissertation: University

of Agriculture.

Mkandawire, S. B. and Ilon, L. (2018). Higher Education Systems and

Institutions, Zambia. In: Teixeira P., Shin J. (Eds) Encyclopedia of International

Higher Education Systems and Institutions. Springer, Dordrecht. DOI:

https://doi.org/10.1007/978-94-017-9553-1_478-1

Nyamu, F. W. (2015). Assessment of factors influencing achievement of basic

reading literacy in Public primary schools in Nyeri County, Kenya. Published

dissertation: The Catholic University of Eastern Africa.

Kern, M. L., & Friedman, H. S. (2009). Early educational milestones as predictors

of lifelong academic achievement, midlife adjustment, and longevity. Journal of

Applied Developmental. Psychology, 3, 419–430.doi:10.1016/j.app.

dev.208.12.025

Pretorius, E.J. (2002). Reading ability and academic performance: Are we

fiddling while Rome is burning. Language Matters, 33: 169-196.

Pretorius, E.J., Machet, M. P. (2004). Literacy and disadvantage: Learners’

achievements in the early primary school years. African Education Review, 1(1):

128-146.

Luz, J. (2007). Literary and Literacy. Retrieved January 31, 2019, from Philippine

Center for. Investigative Journalism: http://pcij.org/stories/a-nationof-nonreaders/

50 | P a g e
Rimando, P. (2014, August 23). News. Retrieved January 31, 2019, from Manila

Standard: http://www.manilastandard.net/news /- provinces/155621/9-of-top-10-

illiterate-barangaysfound-in-mindanao.html

Balinas, E., Santillan, J., Rodriguez, J., & Valencia, Y. (2017). Remedial Reading

Program of AUF-CED: Best Practices and Impact. 4th Asia Paci c Education

Conference (pp. 83-93). Purwokerto: Atlantis Press.

Cabanilla, M.D (2023). Low Reading Literacy Skills of Elementary Pupils in the

Philippines: Systematic Review. International Journal for Research in Applied

Science and Engineering Technology. 11. 1978-1985.

10.22214/ijraset.2023.49480.

Gove, A. and Wetterberg A. (2011). THE EARLY GRADE READING

ASSESSMENT: Applications and Interventions to Improve Basic Literacy.

Research Triangle Institute. RTI Press Publication. Hammill DD. What we know

about correlates of reading. Exceptional Children. 2004;70(4):453–468. [Google

Scholar]

Chipili, L. (2016). Factors leading to poor reading among grade two learners a

case of Selected schools in Chibombo district. Published dissertation: The

University of Zambia

Hanushek, E. A., & Woessmann, L. (2009). Do better schools lead to more

growth? Cognitive skills, economic outcomes, and causation. Working Paper

14633. Cambridge, Massachusetts: National Bureau of Economic Research.

Anstey, M., G. (2004). The literacy labyrinth. (2nd Ed.). Frenchs Forest, New

South Wales: Pearson Education Australia.

51 | P a g e
 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter includes the review and discussion of the research design

and methodology of the study. It also presents the description of the respondents

or key informants of the study, the data gathering procedures, the research

instruments and the statistical tools for the treatment, analysis and interpretation

of data.

RESEARCH METHODOLOGY

52 | P a g e
 This research used the descriptive quantitative. Quantitative research is a

formal, objective, systematic process in which numerical data obtain information

about the variables. Descriptive quantitative will collect quantifiable information

for statistical analysis. It will allow the researchers to gather data and describe it

accordingly. This design is used because the main purpose of the study is to

determine the level of reading literacy among Grade 7 students of Northills

College of Asia (NCA) INC.

SOURCES OF DATA

Convenience sampling method was used in this study, there are 25

students in Grade 7 of Northills College of Asia (NCA) INC. The respondents are

in Grade 7 students. The selected respondents received a survey questionnaire

through printed questionnaire by the researchers containing some relevant

questions to the topic of the study.

RESEARCH INSTRUMENTS

The instrument that is suitable for this study is a survey questionnaire. A

questionnaire is an instrument consisting of a series of questions to gather in A

survey was used as the primary data gathering instrument for this study. It

consists of a series of questions to gather information and data from

53 | P a g e
respondents. It was divided into two parts: the profile and satisfaction level. The

first part contains the age and sex. The second part includes a Likert Scale to

gather information about the level of reading literacy among Grade 7 students of

Northills College of Asia (NCA) INC. in terms of environment, family,

technological devices and guidance in support. Moreover, the indicators were

presented in a 4-point Likert-type to be checked by the respondents were (1)

Strongly Disagree; (2) Disagree; (3) Agree; (4) Strongly Agree. The following

Scale was applied:

SCORE SCALE INTERPRETATION

4 3.26 to 4.00 Strongly Agree

3 2.51 to 3.25 Agree

2 1.75 to 2.50 Disagree

1 1.00 to 1.75 Strongly Disagree

QUESTIONAIRE:

GRADE LEVEL : _______ AGE:_______ SEX:

________

Directions: Read the passage and encircle the letter of the correct answer.

The Solar System

54 | P a g e
 The solar system is a vast collection of celestial bodies, including the sun,

planets, moons, asteroids, and comets. At the center of the solar system is the

sun, a massive ball of hot, glowing gas. The sun's gravitational pull keeps the

planets in orbit around it.

There are eight planets in our solar system, divided into two groups: inner

planets and outer planets. The inner planets, namely Mercury, Venus, Earth, and

Mars, are rocky and relatively small. The outer planets, Jupiter, Saturn, Uranus,

and Neptune, are much larger and mostly composed of gas.

Moons, or natural satellites, orbit many of the planets. Earth, for example,

has one moon, while Jupiter has over 70. Moons come in various sizes and play

a crucial role in the gravitational dynamics of their respective planets.

Asteroids and comets are smaller bodies that orbit the sun. Asteroids are

rocky and can be found primarily in the asteroid belt, located between Mars and

Jupiter. Comets, on the other hand, are icy bodies that originate from the outer

regions of the solar system. When a comet approaches the sun, its icy nucleus

starts to vaporize, creating a bright coma and a tail that always points away from

the sun.

The solar system is a dynamic and fascinating system with numerous

mysteries waiting to be uncovered by scientists.

55 | P a g e
1. What is at the center of the solar system?

A. Moon

B. Sun

C. Mars

D. Jupiter

2. How many planets are there in our solar system?

A. Six

B. Eight

C. Ten

D. Twelve

3. Name two groups into which the planets in our solar system are divided.

A. Rocky and Gaseous

B. Inner and Outer

C. Small and Large

D. Hot and Cold

4. Which planets are considered inner planets?

A. Jupiter, Saturn, Uranus, Neptune

B. Mercury, Venus, Earth, Mars

C. Earth, Mars, Jupiter, Saturn

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D. Venus, Uranus, Neptune, Mercury

5. What distinguishes the outer planets from the inner planets?

A. Size

B. Color

C. Temperature

D. Distance from the sun

6. What is the function of moons in the solar system?

A. Generating heat

B. Controlling gravity

C. Playing a role in gravitational dynamics

D. Producing light

7. Where can asteroids be primarily found in the solar system?

A. Near the sun

B. Between Earth and Mars

C. Between Mars and Jupiter

D. Near Pluto

8. What happens when a comet approaches the sun?

A. It shrinks in size

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B. It starts to vaporize, creating a coma and a tail

C. It turns into an asteroid

D. It moves away from the sun

9. How many moons does Earth have?

A. None

B. One

C. Three

D. Five

10. Why is the solar system described as a dynamic system?

A. Because it is always expanding

B. Because it has a fixed number of planets

C. Because it is constantly changing and has many mysteries

D. Because it is a cold and lifeless system

The Enchanted Forest

Once upon a time, in the heart of the Enchanted Forest, there was a

magical tree known as the Whispering Willow. Legend had it that this ancient tree

had the power to communicate with animals through its rustling leaves.

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 One bright morning, Sarah, a curious seventh-grader, ventured into the

forest. She was drawn to the mystical reputation of the Whispering Willow. As

she approached, the leaves began to sway gently, creating a soft melody in the

air.

The tree spoke, "Welcome, seeker of knowledge. I can answer one

question for you, but choose wisely."

Excited and a little nervous, Sarah asked, "What is the secret to

everlasting happiness?"

The Whispering Willow paused, then whispered, "Happiness lies in finding

joy in small moments, appreciating the beauty around you, and sharing kindness

with others."

With this newfound wisdom, Sarah left the Enchanted Forest, carrying the

magical advice of the Whispering Willow in her heart.

11. Where does the story take place?

A. In a city

B. In a school

C. In the Enchanted Forest

D. In a cave

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12. What is the special ability of the Whispering Willow?

A. It can grant wishes

B. It can communicate with animals

C. It can fly

D. It can change its shape

13. Why did Sarah venture into the forest?

A. To find treasure

B. To meet the Whispering Willow

C. To play with animals

D. To escape school

14. How did the Whispering Willow communicate with Sarah?

A. By singing

B. Through its rustling leaves

C. By talking loudly

D. By staying silent

15. What did Sarah ask the Whispering Willow?

A. How to cast a spell

B. Where to find hidden treasure

C. The secret to everlasting happiness

D. How to fly like a bird

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DATA GATHERING PROCEDURE

The researchers used the survey as the data gathering method of the

study. Printed materials have been used to deliver the survey to the respondents.

The researchers talked to the Grade 7 students if they can answer some

questionnaire regarding to the topic. Also, they informed and asked for consent

and participation in the study being conducted. 25 students read the letter for the

respondents before they responded to the survey. Then, the researchers

reproduce a copy of the questionnaire where the survey was created.

The researchers also requested some of the respondents like higher

grade level that are in the school premises. The respondents asked them answer

the questions from the survey, and their responses will be submitted through the

respondent’s data. After acquiring the needed number of respondents, the

researchers closed the survey. Then, they gathered and tabulated the responses

for one week. The data collected became the basis of analysis and interpretation.

STATISTICAL TREATMENT OF DATA

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 The statistical tools that this study used are as follows: weighted mean

and frequency distribution. After gathering data from their search instrument, the

results will be tallied and computed for interpretation.

Frequency distribution is a tabular presentation of a survey data set that

has been used to organize, arrange, and summarize the data. It was used in the

first section of the survey, which contains the profile, such as age and sex.

A weighted mean was used in the second section of the survey that

determines the level of reading literacy of Grade 7 students such as environment,

family, technological devices and guidance in support.

NOTES

https://guides.lib.vt.edu/researchmethods/design-method

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