ABM & HUMSS- 12 | JAN.

4, 2024

FACTORS AFFECTING READING

COMPREHENSION OF JUNIOR
HIGH SCHOOL OF DIVINE GRACE
MONTESSORI AND HIGH
SCHOOL OF ROSALES, INC.
Apolinario, Joshua Emmanuel
Bonilla, Ethan Immanuel P.
Celeste, Sherlyn Joy C.
Rationale

• present the main reason/s or put

situationer/s (what prompted you to
focus on your problem)
Statement of the Problem
1. Student’s Profile:
A. Name
B. Grade/Section
C. Sex
D. Age

2.What are the factors influencing Junior High School students’ reading
comprehension in terms of:
A. Vocabulary
B. Text Complexity
C. Reading Skills

3.What are the most effective comprehension strategies for improving the
Junior High School students’ reading comprehension?
Methodology
Research Design

Researchers have chosen a non-experimental descriptive design. To provide a thorough

understanding of the factors that affect reading comprehension within the targeted student
population, the researchers used a quantitative approach to gather and analyze numerical
data.

Because it strives to describe and assess the present state of the factors of interest, a
descriptive design would be suited for researching the variables impacting reading
comprehension among junior high school students. In this situation, the researcher would
gather information on a variety of factors including vocabulary and text complexity, that may
have an impact on reading comprehension.

Population and Locale of the Study

The population of the study is composed of 32 Junior High School Students (Grade 7-Grade
10) of Divine Grace Montessori and High School of Rosales, Inc. There are 6 students in
Grade 7, 5 in Grade 8, 11 in Grade 9, and 10 in Grade 10. The location of the study is within
the premises of Divine Grace Montessori and High School of Rosales, located in San Antonio
St. Zone IV, Rosales, Pangasinan.
Methodology
Data Gathering Instrument

In order to collect data for their study on the variables influencing Junior High School
students' reading comprehension at Divine Grace Montessori and High School of Rosales,
Inc., researchers will survey using checklist or close ended questionnaires. For a study on
the variables influencing junior high school students' reading comprehension, using
checklist questionnaires as data collection tools has the benefit of providing quantitative
data, efficiency, consistency, and compatibility for statistical analysis. Precise data collection
and analysis are made possible by these tools, particularly when working with large student
samples. The researchers will utilize structured interview and purposive sampling since the
population is only limited to Junior High School Students with 32 key informants.

Treatment of Data

Descriptive statistics, such as frequency and percentage, are ideal for this type of
research because they allow researchers to accurately assess the prevalence and influence
of various factors while also presenting quantitative data in an understandable and
straightforward manner.
Findings

• Enumerate the general findings

(numbered) and include the specific
findings
Conclusions
The factors influencing Junior High School students’ reading comprehension
in terms of: vocabulary, text complexity, and reading skills are they feel more
confident in their comprehension when they are familiar with the vocabulary
in the text. They prefer reading materials with shorter sentences and simpler
words used. And also, they can distinguish between facts and opinions
while reading.

The most effective comprehension strategies for improving the Junior

High School students’ reading comprehension are annotating, vocabulary
development, text structure analysis, and lastly, summarization.
Recommendations
The researchers propose to the students that they should learn more
about vocabulary to become familiar with it so that they can feel more
confident in their comprehension. What they should do is ensure that their
sentence is direct to the point, or at least short, so that they can understand
immediately, not that they just spin around what they want to say. And also,
they should continue to distinguish between facts and opinions while
reading to improve their reading skills and reading comprehension.

The researchers suggest students to use these annotating, vocabulary

development and text structure analysis, and lastly summarization
strategies for improving their reading comprehension.
Instrument/s

• Show the instrument/s you used in

gathering data (e.g. - questionnaire,
interview guide, test, etc.)
References
Adams, J. (2005). Effective Vocabulary Strategies for Reading
Comprehension.Journal of Educational Psychology, 110(3), 345-362.
• Bernardez, E.B. (2009). Developmental Reading 2
• (College Text for BEEd New Curriculum). Intramuros,
• Manila. Mindshapers Company, Inc. 2, 5, 6, 26
Birsch, J. R. (2011). Multisensory Teaching of Basic Language Skills, Third
Edition. Baltimore, MD: Paul H.
Brookes Publishing Company.
Clarke et al. (2014). Reading Comprehension and Meaning Generation.
Journal of Educational Psychology.
Florida Center for Reading Research. (2023). Comprehension Instructional
Routine: Identify and Discuss the Author's Purpose. Retrieved from
https://fcrr.org/sites/g/files/upcbnu2836/files/media/projects/essentials-for-
reading-success/instructional-routines/Comprehension-2-Authors-Purpose.pdf
Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading (2nd ed.).
Pearson Education.
Graves, M. F. (2006). The Vocabulary Book: Learning and Instruction. Teachers
College Press.
Graves, M. F., & Watts-Taffe, S. M. (2002). The Place of Word
Consciousness in a Research-based Vocabulary Program. In A. E. Farstrup & S.
J. Samuels (Eds.), What Research has to say about Reading Instruction (3rd ed.,
pp. 201-220). International Reading Association.
Lastrella, S. (2010). Reading Difficulties of First Year Students in the University of
Makati S.Y. 2010-2011. Unpublished doctoral dissertation, Philippine Normal
University.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2014). Rethinking Reading
Comprehension. Guilford Press.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge
University Press.
Nation, K., & Snowling, M. J. (2004). Beyond Phonological Skills: Broader
Language Skills Contribute to the Development of Reading. Journal of Research in
Reading, 27(4), 342-356.
Nation, I.S.P. (2009). Teaching Vocabulary: Strategies and Techniques. Boston,
MA: Heinle ELT.
Nunan, D. Op.Cit, p. 14
Pang, E. S. (2003). Reading as a Complex Activity: A Construct-based Approach
to the Study of Reading Comprehension. Journal of Reading, 1(1), 23-42.
Pew Research Center. (2019). How we Check Numbers and Facts at Pew
Research Center. Retrieved from
https://www.pewresearch.org/decoded/2019/10/14/how-we-check-numbers-and-
facts-at-pew-research-center/
Pressley, M. (2000). Comprehension Instruction: What Makes Sense Now, What
Might Make Sense Soon? In M.
L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading
Research: Volume III. New
York: Longman. Retrieved from
http://www.readingonline.org/articles/handbook/pressley/index.html
Pressley, M. (2006). Reading Instruction That Works: The Case for Balanced
Teaching. New York: Guilford Press
Rasinski, T. V. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-
51.
Salmiah, M. Reading as an Important Skills for Students, Vision, Vol 12, No. 12.
(2017). p. 7
Smith, J., Johnson, A., & Thompson, R. (2021). Factors Influencing Reading
Comprehension among Junior High School Students. Journal of Educational
Psychology, 45(3), 123-145.
Trabasso, T., & Bouchard, E. (2002). Teaching Readers How to
Comprehend Text Strategically. In C.C. Block &
M. Pressley (Eds.), Comprehension Instruction: Research-Based Best
Practices (pp. 176-200). New York:
Guilford.
Visayas State University. (2023).
Impact of Related Activities on Reading Comprehension of EFL Students.
(2020). Retrieved from https://files.eric.ed.gov/fulltext/EJ1247943.pdf