Reading Strategies And Comprehension Of Grade 9 Students In

Dilangalen National High School

In Partial Fulfilment in the

Requirement of English 10

Submitted by:
Michaela Jean P. Augusto
Edwin B. Sapallida Jr.
Shem Ryan Z. Gitio
Marianne Angela C. Ate
Princess Angela Latada
Alena Amour L. Calapaan
Grade 10-A

Submitted to:
Mrs. Helpen Banang
Subject teacher

1
 ACKNOWLEDGEMENTS
Augusto, Michaela jean P., Ate Marianne Angela C., Gitio Shem Ryan
Z., Calapaan Alena Amour L., Sapallida Edwin B., Latada Princess Angela
2023., Reading Strategies And Comprehension Of Grade 9 Students In
Dilangalen National High School . Junior High School Researchers, Grade 10-
Apitong, Dilangalen National High School, Midsayap, Cotabato.

Helpen Banang, MTII

2
 Subject Teacher

TABLE OF CONTENTS

Page
Title Page
i
Acknowledgements
ii
Table of Contents
iii
Abstract
iv

Chapter I
Introduction
6
Statement of the Problem
9
Significance of the Study
11
Hypothesis of the Study
12
Definition of Term
13
Chapter II
Review of Related Literature
16
Chapter III
Methodology
30
Research Design
31
Respondents of the Study
33

3
 Locale of the Study
33
Survey Instruments
34

Procedure of Gathering Data

34
Statistical Statement
35

Chapter VI
Presentation and Analysis of Data
36
Significance of the Study
36
Respondents Profile
37

Chapter V
Summary of findings
38
Conclusion
39
Recommendations
39

4
 ABSTRACT

The purpose of this research is to find out the reasons and strategies of
the 9th grade students of DILANGALEN NATIONAL SCHOOL. This study will
conduct 10 respondents who are identified as 9th grade students in DNHS
Municipality of Midsayap. In this phase we examine their reading
comprehension and reading strategies, we distribute questionnaires to our
respondents to check and verify their understanding. Our research shows that
the reading skills of DILANGALEN NATIONAL HIGH SCHOOL students should
increase with reading to prioritize them.

This paper lists down the various challenges and discusses the future
direction for research in this field. Along with these, we have identified the
advantages and disadvantages of various methods used for Reading
Comprehension of Grade 9 students in Dilangalen National High School. We
have also listed down the various tools which have been used or developed
by researchers for Reading Comprehension. This paper also discusses the
evaluation techniques being used for assessing the selected topic.

5
 CHAPTER 1

INTRODUCTION

“Reading is nothing, comprehension is everything” -Sarah Richards

reading comprehension is the capacity to decipher written language. It is not
the same as word recognition ability. The aim of reading, which is
comprehension, is not achieved by simply being able to recognize words on a
page without understanding their meaning. Let's say a teacher assigns a
student a paragraph to read. When asked to explain what was read, the child,
who is capable of reading the entire chapter, cannot answer. Understanding
gives what is read more significance. When words on a page represent ideas
and concepts rather than just words, reading comprehension takes place.
Readability contributes to enjoyment, amusement, and informational reading.
To thrive in education, the workplace, and life in general, it is necessary.

The study's significance is in identifying and understanding the causes

of the widespread reading difficulties that numerous children still experience.
"The construction of meaning of a written or spoken communication through
a definition of comprehension" mutual, comprehensive exchange of ideas in a
specific communicative context between the interpreter and the message
setting" (Harris and Hodges, 1995).

There seems to be a unifying trend across the various definitions of

comprehension, regardless of their differences: In order to demonstrate
comprehension, children must be engaged readers who process what they
read and create mental images. Completing the summary and making
inferences. These activities assist the reader in comprehending and relating
to the content while supporting the reader in learning specifics and
deciphering the meaning contained within. By means of this procedure,
readers to strike a balance between the author's meaning and your own
interpretation of the material, apply critical thinking. Reading trend data from
The Nation's Report Card: Reading 2011, 2013, and 2015.

6
 In addition to assessing reading comprehension skills, this research will
also investigate the factors that influence students' reading comprehension
performance. These factors may include prior knowledge, vocabulary
development, reading habits, classroom environment, and instructional
approaches. By identifying these influential factors, educators can tailor their
teaching methods to create an optimal learning environment that supports
students' reading comprehension development.

Grabe and Stoller (2002) also emphasized that reading motivation is

very important for learners and it increases learners’ reading comprehension.
It is important for learners to read and understand texts easily and effectively.

Additionally, First-time readers need to comprehend reading

comprehension just as much as experienced, professional readers do, so
reading teaching and practicing comprehension skills is necessary at every
level of literacy development. Usually, students

experience understanding issues when they lack the requisite knowledge and
abilities. To assist them in understanding what they are reading.

This study will employ a comprehensive approach to assess grade 9

students' reading comprehension skills. It will utilize a variety of assessment
tools, including standardized tests, analysis of comprehension question
responses, and observation of reading strategies. By employing diverse
assessment methods, the research aims to gain a comprehensive
understanding of students' reading comprehension abilities, identifying both
strengths and areas for improvement.

According to Elizabeth Escar (2002) “Reading comprehension is the

foundation for all other academic skills. It helps children build vocabulary,
learn about the world, and understand complex concepts. Adults who
improve their reading comprehension skills understand work instructions
better. They are more productive at work, communicate effectively, and lead
a quality life.” That’s is why reading comprehension is crucial.

7
 This comprehensive investigation into the reading comprehension
abilities of grade 9 students aims to uncover their current abilities, identify
areas for improvement, and explore the factors influencing their reading
comprehension performance. By gaining a deeper understanding of these
aspects, educators can implement targeted interventions to foster the growth
of students' reading comprehension skills and empower them as proficient
readers and critical thinkers.

Although each of these descriptions is given separately. A person may

have combined weaknesses in more than one area. Depicts in a word
recognition and reading comprehension for instances, typically occurs
because readers must do more than just recognize words, therefore they
must also infer implied concepts from the text. ( Castles, 2018)

One of the most important foundational skills for both academic

success and cognitive growth is reading comprehension. It entails having the
capacity to decipher written texts, draw conclusions, and draw connections.
The importance of having great reading comprehension skills becomes more
and more clear to pupils as they go through their schooling. The goal of this
research is to provide a comprehensive analysis of grade 9 students' reading
comprehension skills. A crucial turning point in children' academic careers
occurs in grade 9, when they move on to more difficult coursework and
higher-order thinking abilities. In order to create instructional strategies that
are effective, educators and policymakers must have a thorough
understanding of the reading comprehension level of grade 9 children.

STATEMENT OF THE PROBLEM

Generally, this study aims to determine the sociodemographic

profile of our respondents as well as their reading comprehension and lastly

the reading strategies of the respondents.

8
 Specifically, this study aims to determine:

1. The sociodemographic profile of the grade 9 students in terms of:

1.1 Age

1.2 Sex

2. The level of reading comprehension of the respondents manifested in their

reading product, and;

3.The reading strategies of the respondents

Moreover, this research will be answering these following questions:

1. Do you still point your finger when you read?

2. How often do you read?

3. Do you speak in English when u talk?

4. Do you like reading books and magazines?

5. Are you experiencing any difficulty in reading?

6. Can you read with your eyes?

7. How mostly do you read in public places?

8. Do you read in private places?

9. Do you read the instructions or directions when doing something?

10.Do you read while lying down?

Significance of the Study

The aim of this study is to know the improvements of the grade 9

students in Dilangalen National High School reading comprehension and to

help build their critical thinking and memory skills, focus, and problem-

solving abilities

9
The result of this expected to be beneficial to:

The students :In order to create more engaging and meaningful

learning experiences, educators should inspire and encourage their students

to be enthusiastic about their studies, particularly when it comes to reading

The teacher : This approach facilitates reading instruction for

teachers and is expected to provide valuable support and additional avenues

for teachers to help children improve their reading skills.

The school: This study is beneficial for raising educational standards

and expanding school-based English language instruction.

The future researchers : The future researchers will increase his reading

proficiency and aid future researchers in their investigation into grade 9

students reading comprehension in Dilangalen National High school

10
HYPOTHESIS OF THE STUDY

Ho1. Students at Dilangalen National High School will have superior in

reading comprehension and a better understanding of their reading
strategies.

Ho2. We're going to be aware of the causes or reasons why grade 9 students
are struggling with reading.

DEFINITION OF TERMS

DNHS - Dilangalen National High School is the school where we were going to
conduct out study with.

Grade 9 - The grade level of our respondents.

Reading comprehension - an ability to understand the meaning or importance

of something (or the knowledge acquired as a result)

Reading comprehension strategies - are conscious plans — sets of

steps that good readers use to make sense of text.

Reading strategies - Reading strategies is the broad term used to describe

the planned and explicit actions that help readers translate print to meaning

Critical thinking- is the ability to effectively analyze information and form a

judgment.

Analytical skills- are the traits and abilities that allow you to observe,
research and interpret a subject to develop complex ideas and solutions.

Understanding - mental process of a person who comprehends;

comprehension; personal interpretation

Retention - the ability to keep or continue having something

Text comprehension- allows readers to extract or construct meaning from

the written word.

11
Decoding- to discover the meaning of information given in a secret or
complicated way

Retelling- is used to promote comprehension, which is the process of

understanding what is being read and building on the information learned by
connecting it with other stories or real-life events.

Predictions- is a strategy in which readers use information from a text

(including titles, headings, pictures, and diagrams) and their own personal
experiences to anticipate what they are about to read (or what comes next).

Critical thinking- is the ability to effectively analyze information and form a

judgment.

Decoding- to discover the meaning of information given in a secret or

complicated way

SCOPE AND LIMITATION

The study’s focus revolves around grade 9 students at Dilangalen

National High School, 10 respondents will be given survey questionnaires.
The results will be obtained in order to determine the reasons behind
students reading difficulties as well as the extend to which they can
understand the statement that is presented to them.

The students/respondents will be given clear instructions to read and

understand each question in the questionnaire attentively. They will be
encouraged to take their time, ensuring that they comprehend the
statements or prompts provided before answering. The aim is to emphasize
the importance of fully understanding the questionnaire before proceeding to
provide their responses.

In the questionnaire, there are Likert scale questions that ask the
students/respondents to indicate their level of agreement or disagreement.
They will rate their agreement or disagreement on a scale, which typically
includes options like (strongly agree, agree, disagree, and strongly disagree)
Additionally, the questionnaire will include multiple-choice questions where

12
the students/respondents will choose the response option that best aligns
with their experiences or understanding. They will select the choice that they
believe accurately reflects their thoughts or situation for each multiple-choice
question.

CHAPTER II

REVIEW RELATED LITERATURE

Theories on Reading Comprehension

The Schema theory

According to schema theory, comprehending a text is and interactive

process between the readers background knowledge and the text efficient
comprehension requires the ability to relate the textual material to one’s own
knowledge.as Anderson (1977, p.369) point out “every act of comprehension
involves one’s knowledge of the world as well".

Schema-theoretic research highlights reader problems related to

absent or alternate (often culture-specific) schemata, as well as non-
activation of schemata, and even overuse of background knowledge. Carrell,
Devine and Eskey (1988:4) claim that schema theory has provided numerous
benefits to ESL teaching and, indeed, most current ESL textbooks attempt
schema activation through prereading activities. However, that is the reason
why the researchers choose the schema theory, because of lacking on
reading comprehension for every students, that is why we need to examine
and determine if the students in this generation still good at understanding
words.

The research chooses this theory because it can test the readers
knowledge about the study and individual reading comprehension is the

13
product of his/her decoding skills and language comprehension
(Gough&Tunnerr,1986). Through this theory can enhance.

the readers reading comprehension it can also give the reader more
knowledge to comprehend the text.

Reading comprehension is a crucial skill for all students as it involves the

simultaneous process of understanding and generating meaning from written
language through active engagement. It encompasses various abilities such
as understanding word meanings, analyzing the author’s perspective, writing
effectively, and acquiring new vocabulary, which are all essential for
successful reading comprehension. Gough & Tunmer (1986) as cited by Chen
et al. (2020) emphasize that reading comprehension is a complex process
that requires the integration of multiple abilities, including word decoding,
Recognizing written words, and comprehending spoken language. Developing
reading skills early in a student’s education is vital as it forms the foundation
for learning across all academic disciplines throughout their educational
journey (Sloat et al., 2013 as cited by Almutairi, 2018). Additionally, it is
crucial for students to develop reading abilities before third grade, as they
transition from learning to read to reading to learn.

Students who do not master reading skills by the end of third grade
may face challenges in their motivation to learn, behavioral difficulties,
academic struggles, and an increased risk of not graduating from high school.
On the other hand, students who achieve reading proficiency by the third or
fourth grade have a higher likelihood of academic success (Foorman et al.,
2003 as cited by Almutairi, 2018). Furthermore, Fletcher-Janzen et al. (2013)
as cited by Almutairi (2018) highlight the importance of students
comprehending what they read during reading activities.

Reading comprehension is a critical aspect of reading that goes

beyond decoding individual words and phrases, requiring a comprehensive
understanding of the material as a whole. It involves a collaborative effort
between students’ prior knowledge, the purpose of the text, and the
vocabulary and language used by the authors to convey meaning. The
process is complex, as it requires students to engage in various cognitive

14
tasks and abilities, including effective word decoding, understanding
language grammar, drawing conclusions, utilizing prior knowledge, and
managing working memory. Even a short passage of text demands strategic
decision-making on when and how to employ these abilities. Moreover, Clarke
et al. (2014) emphasize that students must develop reading comprehension
abilities to succeed academically and personally. Reading comprehension
serves as the foundation for understanding academic information across all
disciplines throughout students’ educational journeys.

As students progress through different grades, reading

comprehension becomes increasingly important in all academic subjects.
Students require reading comprehension skills to achieve their educational
goals in school and the classroom. For example, they

Need to comprehend diverse sources to conduct research in various

academic disciplines. Additionally, the ability to comprehend what they read
enables students to quickly locate key information, filter out irrelevant
details, and focus on critical information. Academic achievement also relies
on students’ ability to comprehend, evaluate, and apply knowledge gained
from reading. Furthermore, reading comprehension skills are essential for
students to comprehend and complete academic tasks. However, students
who lack reading comprehension abilities may struggle to complete their
academic work

According to Clarke et. al. (2014), reading comprehension is a vital

ability for all students because it involves the process of simultaneously
obtaining and generating meaning from written language through
engagement and involvement. Understanding the meaning of words,
analyzing the author's point of view, aiming for writing, and acquiring new
vocabulary are all critical reading abilities that aid in reading comprehension.
On the other hand, according to Gough & Tunmer (1986) as cited by Chen et.
al. (2020), reading comprehension is a multifaceted process that requires the
integration and coordination of a variety of abilities, including word decoding,
the capacity to decipher or recognize written words, and speech or listening
comprehension, the ability to comprehend what is decoded in spoken form.

15
 One of the most crucial language skills to acquire is reading. Inside as
well as outside the classroom. Additionally, it's among the most prominent
ways to details. Harmer claims that the reader uses a variety of specialized
abilities when reading, and their ability to comprehend what they read and
see depends on a number of degree on these particular abilities. Reading
abilities include: productive ability, extracting particular image, obtaining a
specific image, obtaining comprehensive data, and identifying a pattern of
talk, extracting context's meaning. Additionally, Yekovich in Westwood claims
that knowledgeable reading .

is an extremely complicated skill with numerous component

processes. To put it briefly, acquiring certain skills is the first step in the
complicated process of learning to read. Learning to read is the first step
toward being knowledgeable.

More significantly, according to Fletcher Janzen et. al., (2013) as cited

by Almutairi (2018), students must be able to comprehend what they are
reading while participating in reading activities. Reading comprehension is a
critical component of reading that must be mastered. It demands students to
progress beyond decoding specific words and phrases to developing a
thorough knowledge of the material as a whole. Comprehension is a
complicated process that needs a collaborative effort between students' prior
knowledge of the context, the goal of the reading material, and the degree of
vocabulary and language used by the writers to convey meaning in a book.

Moreover, Clarke et. al., (2014) also states that students must develop
reading comprehension abilities in order to succeed academically and
personally. Reading comprehension is the foundation for understanding all
academic information throughout

students' academic careers. Reading comprehension becomes

increasingly important in all academic disciplines as students’ progress
through the grades. Students, in particular, require reading comprehension
abilities in order to meet educational goals at school and in the classroom.
For instance, students are required to comprehend what they read from
diverse sources in order to do research in a variety of academic disciplines.

16
Additionally, being able to comprehend what they are reading enables
students to swiftly seek key material, eliminate irrelevant information to the
current issue, and focus on the critical information. Academic achievement
also necessitates students' ability to comprehend, evaluate, and apply
knowledge gleaned from reading. Furthermore, students require.

reading comprehension skills in order to comprehend and complete

academic work. However, students who lack reading comprehension abilities
will be unable to complete all of that work.

According to Catherine Snow entails that comprehension has three elements:

a. The reader who is doing the comprehension

b. Understanding the text is required.

c. The task of which understanding is a component

According Andrew Wright (1999:159) there are four easily identifiable

skills reading. Firstly, skimming. Skimming is glancing rapidly through a text
to determine it is general content example: quickly glancing through an
article to see if it interests or not. Being able to look over material rapidly for
given purposes without reading every phrase is great asset for a reader to
possess. Skimming enables people to select content that they want to read
and to discard, which is inconsequential for their purposes. Skimming permits
people to again a general idea about material when that is their purposes
rather to read all material in detail.

Secondly, scanning. Scanning is reading to locate specific

information, example: locating telephone number in directory. Being able to
research through material rapidly with given purpose in mind, in orders to
find a specific fact or an answer to particular question plays a large role in
much of a youngster reading. Scanning enables people to locate specific
information without reading all material around it. Thirdly, Intensive reading.

In intensive reading, the reader tries to absorb all the information

given by the author. Example: reading dosage instruction for medicine. And
lastly, Extensive reading. The reader deals with longer text as a whole, which

17
requires the ability to understand the component parts and their contribution
to overall meaning. Example: reading a newspaper article, short story, or
novel. Each kind of reading skills that has been explained above is used for
certain purposes. Each also requires different approach and technique to
achieve its goal. For example, skimming and scanning techniques are usually
used by readers when they read a reading selection when take a reading test.
By using techniques, they may be able find the information they need
without have to read the reading passage and save their time. Reading is a
process that requires readers to exert effort in order to comprehend what
they are reading. A significant amount of research has been conducted to
better understand the processes that contribute to reading comprehension.
This study was undertaken as part of the research to investigate Saudi
students’ usage of reading methods and their impact on students’ reading
comprehension. The study used both quantitative and qualitative methods to
gather data on Saudi students’ perceived usage of reading strategies as well
as their degree of understanding. (Hashem A Alsamadani (Ohio University,
2009).

It is critical to identify effective instructional techniques for

teaching reading in inclusive settings in order to ensure the success of
children with high-incidence impairments who are integrated into general
education classrooms. Poor reading ability is a powerful predictor of school
failure, and the majority of students with learning disabilities—the most
common disability category in schools—have trouble reading.

The goal of this investigation was to conduct a literature study in

order to find pedagogically sound and empirically supported reading
approaches that can be employed with general and special education
students to satisfy the various needs of kids in an inclusive classroom setting.
According to research, poor readers have metacognitive

18
 strategy deficits that contribute significantly to their comprehension
issues. This review focuses on specific tactics that aid in the development of
reading skills. According to research, poor readers have metacognitive
technique deficits that play a significant part in their comprehension issues.
(Raquel J Schmidt, Mary S Rozendal, Gretchen G Greenman Remedial and
special education 23 (3), 130-140, 2002)

Reading comprehension is a complex and multi-faceted skill that

poses challenges for individuals of all ages. Efforts are needed to develop
assessments that can identify the specific difficulties people face and to
design instructional approaches to address these difficulties. This requires
drawing on existing research to gain a deeper understanding of the key
components and processes involved in reading comprehension. A recent
article reviewed the theoretical and empirical literature on how meaning is
constructed during reading comprehension and derived implications for
research, practice, and policy in instruction and assessment. The article
specifically focused on the inferential processes that extract meaning from
text and the sources of knowledge that facilitate this extraction and
construction of meaning. (Panayiota Kendeou, Kristen L McMaster, Theodore J
Christ).

In addition grade 9 students need to develop strong reading

comprehension skills to effectively understand and interpret texts. By
enhancing their comprehension abilities, students can extract meaning,
establish connections, and engage with the material at a deeper level.
Strategies such as active reading, expanding vocabulary, annotating texts,
and summarizing information can aid in improving their comprehension
skills. Regular reading practice and exposure to various types of texts also
play a vital role in fostering their growth as skilled readers. Ultimately,
building solid reading comprehension skills in grade 9 sets the stage for
academic achievement and a lifelong love of learning.

Reading comprehension is a crucial aspect of academic development

for grade 9 students. It involves the ability to understand and interpret
written texts across various subjects and genres. Proficiency in reading

19
comprehension enables students to extract meaning, establish connections,
and analyze information effectively. To enhance reading comprehension,
students can utilize strategies such as previewing texts, activating prior
knowledge, and setting goals before reading. Developing vocabulary skills,
utilizing context clues, and expanding word recognition strategies are
essential for comprehending complex texts. Active reading strategies,
including annotating, highlighting, and asking questions, foster engagement
and deeper understanding.

Monitoring comprehension through self-assessment and

summarization helps students evaluate their understanding and adjust their
reading strategies accordingly. Encouraging critical thinking, making
connections to real-life experiences, and analyzing different perspectives
within texts contribute to a more comprehensive understanding. Regular
reading practice, exposure to diverse texts, and seeking feedback from
teachers or peers are vital for continual improvement in grade 9 reading
comprehension. By honing these skills, grade 9 students can confidently
navigate academic challenges and excel in their learning journey.

Reading comprehension is a dynamic process where readers

actively construct meaning from a text by employing effective reading
strategies. These strategies have been identified as crucial skills that greatly
impact students’ proficiency in understanding what they read. This paper
aims to define the concepts of reading and reading comprehension, explore
different types of reading, discuss models of the reading process, examine
theories of reading comprehension, analyze effective strategies for enhancing
reading comprehension, and highlight the research findings on learners’
reading strategies and their impact on reading comprehension proficiency.
The literature review underscores the important role of reading strategies in
improving students’ ability to comprehend written material

Reading comprehension strategies

According to Brown (2001:291). While some tactics are for the majority
of second language learners who are already literate in a prior language,

20
reading comprehension is essentially about creating suitable, effective
comprehension methods, meant to improve top-down processes, others are
tied to bottom-up procedures. The following are some reading comprehension
strategies:

1.Identify the purpose in reading

Effective reading involves knowing why you are reading anything

at the first place. This helps the students know what to look for. Whenever
you teach a reading strategy, make sure the students understand why they
are reading the material.

2. Use graphemic rules and patterns to aid in bottom-up decoding Making

the connections between spoken and written English can be challenging for
pupils learning to read at the beginning stages of the language. Many times,
students struggle to understand English spelling rules since they are more
accustomed to spoken language.

3. Use efficient silent reading techniques for relatively rapid comprehension

This specific approach won't work for educating beginning level kids
because they are still having trouble controlling their restricted vocabulary
and grammar rules. Students at the intermediate to advanced levels don't
necessarily need to be fast readers, but you can assist them become more
productive by having them do some silent reading.

4. Skimming

Reading the entire book to obtain the gist is known as skimming.

Usually, it is complicated swiftly the benefit of skimming is that readers can
anticipated the passages goal, its central throughout the point and perhaps
even some of its develop.

5. Analyzing Vocabulary

One way for learners to make guessing pay off when they don‟t
immediately recognizes a word is to analyze it in terms of what they know
about it. Several techniques are useful here:

21
 A. Look for prefixes (co-, inter-, un-, etc) that may give clues

b. Look for suffixes (-tion, -tive, -ally, etc) that may indicate what part
of speech it is.

c. Look for grammatical contexts that may signal information

6.Use context clues

Using context clues is a great way to understand what you are reading
even if you don’t know all the vocabulary being used. Context clues can be
found in the words and sentences surrounding the word that you aren’t
familiar with. To use context clues, you can focus on the key phrases or ideas
in a sentence and deduce the main idea of a sentence or paragraph based on
this information. You can also look for nearby words that are synonyms or
antonyms of the word you don’t know.

7. Look for the main idea

Identifying the main idea of a paragraph or article can help you

determine the importance of the article. Understanding why what you’re
reading is important can give you a better comprehension of what the author
is trying to convey. When reading, pause every few paragraphs and see if you
can decipher what the main idea is. Then, try to put the main idea in your
own words for even further understanding.

8. Write a summary of what you read

A great way to increase your knowledge of what you have read is to

write a summary. Summarizing requires you to decide what is important in
the text and then it in your own words. Summarizing allows you to determine
if you truly understand what you have read and better remember what you
have read in the long term.

9. Break up the reading into smaller sections

If you are reading longer or more challenging text, consider breaking it

up into smaller sections. For example, you could read two paragraphs at a
time and then pause to quickly summarize what you just read in your mind.

22
Breaking up what you are reading can help you feel less overwhelmed and
give you a better chance of truly comprehending the information in the text.

10. Pace yourself

Pacing yourself is also an effective way to work on your reading

comprehension skills by allowing you to set realistic goals for your reading
practice and habits. This is especially true for books or other literature that
you find challenging. Set a goal for yourself that you know you can meet each
day. For example, rather than saying that you want to read an entire book in
two days, say that you will read three chapters a night. This allows you to
reach your goals and also provides adequate time for you to process what
you are reading between each session.

The importance of cultivating students’ use of metacognitive methods

in critical thinking has been emphasized in the relevant research. The
purpose of this study was to look into the role of metacognitive strategies in
critical thinking. Ten university students with equal cognitive capacity,
thinking disposition, and academic achievement but varying levels of critical
thinking performance participated in the study (five in the high-performing
group and five in the low-performing group). They were assessed on six
different thinking problems utilizing think-aloud processes.

The findings revealed that good critical thinkers engaged in more

metacognitive tasks, particularly high-level planning and high-level assessing
techniques. The significance of metacognitive knowledge as a supportive
component for effective metacognitive control was also established. The role
of metacognitive processes in critical thinking and their consequences for
instructional practice are discussed. (Kelly YL Ku, Irene T Ho Metacognition
and learning 5, 251-267, 2010)

23
 CHAPTER III

Methodology

This chapter presents methodologies for studying the ongoing

psychological processes that occur as a person reads a text, as well as
discussing the major findings that these methodologies have produced, to
provide a handbook of reading comprehension research techniques. Focusing
on the comprehension processes that occur when a person is reading, rather
than the representation that remains after the text has been read, the
methodologies use measures such as reading times that reflect ongoing

24
processes, rather than relying exclusively on conventional measures of
memory performance such as recall.

These methods make use of computer technology for rapid and flexible
stimulus representation and data acquisition. This book will allow researchers
and students to select appropriate methodologies to investigate a range of
fascinating questions about reading comprehension.

Research Design

This research uses qualitative research method with descriptive

qualitative. Cause Qualitative method was chosen because this research aims
to provide case insight on Reading comprehension of grade 9 students in
Dilangalen National High School. Qualitative research began to gain
recognition in the 1970s. The phrase “qualitative Research” was until the
marginalized as a discipline of anthropology or sociology, and Terms like
ethnography, fieldwork, participant observation and Chicago school
(sociology) were used instead.

This research used descriptive qualitative method. Based on

Sugiyono (2010) who states that qualitative research is descriptive. It means
that collected data was in the form of words rather than number. In addition,
Gay (2006) who said that qualitative research is the collection, analysis, and
interpretation of comprehensive narrative and visual data in order to gain
insights into a particular phenomenon. In other hand, Bogdan & Biklen (1982)
who said that qualitative research is a research which investigates the quality
of relationships, activities, situations, or materials. Furthermore, the purpose
of qualitative research focused on promoting a deep understanding of a
particular phenomenon such, environment, a process, or even belief. In this
case, the writer collected, analyzed, and interpreted the data and then
described it. This method intended to describe everything related to the topic
of the research.

According to Nazir (1988), the descriptive method is a method that

examines the status of human groups, an object, a set of conditions, a
system of thought or a class event in the present. The purpose of this
descriptive study is to make a description, description,or painting

25
systematically, factually and accurately of the facts, the characteristics and
the relationship between phenomena investigated. While according to
Sugiyono (2005) states that descriptive method is a method used to describe
or analyze the results of research but does not make broader conclusions.
According to Whitney (1960), the descriptive method is the search for facts
with the right interpretation.

In this study, in general there will be 3 possible problems brought by

the researcher to

The research, including the following:

1. The problem that researchers bring is a fixed problem, namely the

title of a qualitative

Descriptive study from the beginning of the proposal until the end of
the report remains the same.

2. The problem proposed by the researcher becomes more developed

and deeper after the

Researcher conducts the research in the field, in this case there are not
too many things

That change, only need improvement.

3. Problems raised by researchers after conducting the research in the

field will change

Completely, there will be a change of object problems thoroughly and

will be different

From the initial research before entering the research field.

Each study certainly has different objectives, including qualitative

descriptive

Research. The purpose of this research is not only to explain

thoroughly the problems that

26
 Will be examined and observed, but also other purposes. The purpose
of qualitative

Descriptive research will be a guideline for us when conducting a study.

The Respondents of the Study

The respondents of the study is composed of students in the 9 th

grade in Dilangalen National High School. One of the vital processes is to
keep the study successful. All of these participants was selected by their
grade level and section.

The chosen respondents containing of ten (10) respondents

from selected students in Grade 9. The Gade 9 students in Dilangalen
National High School was chosen by the researchers because they are
suitable and applicable to the study.

Locale of the study

This research was conducted at Dilangalen National High School, and

the respondents were the students at Dilangalen National High School.The
researchers conducted their study at Dilangalen National High School in
Midsayap, North Cotabato. One of the public schools started to develop. In
the year 1968, and now it has been almost 56 years since it was founded.

Survey Instruments

The researchers used survey questionnaires to collect informations and

opinions of the respondents in which options are given for them to choose
their answers to see their problem in reading comprehension. The
respondents of the study are the students in Dilangalen National High School.

Procedure of Gathering data

27
 The data gathering procedure will involve the distribution of the
questionnaire to 10 selected grade-9 respondents in Dilangalen National
High School.

The questionnaire will be administered during regular class hours, and

the respondents will be given ample time to complete the questionnaire. In
addition, the respondents will be assured of the confidentially of their
responses.

Statistical statement

In order to properly analyze the data, us the researchers will apply the
subsequent statistical procedure. The tools that will be used to interpret the
data are the liker scale and the percentage weighted mean. The frequency of
each response will be determined the number of the respondents.

The seismographic profile of our respondents will be determined using

the formula of the percentage.

F
Formula: %= =100 %
N

Where: % is the percentage

F is the response in our survey

N is the total number of respondents

100 will be the constant value

28
 CHAPTER VI

Presentation and Analysis of Data

This chapter of the paper presents the data gathered from the 10
junior high school in 9th grade in Dilangalen National High School who served
as respondents of this research. It also provides the analysis and
interpretation of data that has been organized according to the research
questions presented.

Significance and Differences

The result of this study will benefit the following:

Students - It could help students build vocabulary, learn about the

world, and understand complex concepts. Students who improve their
reading comprehension skills understand work instructions better. They are
more productive at school, communicate effectively, and lead a quality life.

Teachers - It can help teachers understand and communicate with

their students; it can also be helpful to become better at monitoring their
students' comprehension.

Parents and Guardians - Parents and Guardians could encourage their

children in all types of reading. Encourage their children to practice as much
as they can because it's the key to increasing reading comprehension.
Additionally, don't confine children to books. Urge them to read everything
that piques their curiosity.

Future Researchers - The conducted studies will further open doors

for future researchers to refine and expand studies in relation to reading
comprehension.

29
Respondents profile

1.1 Gender and Age

As shown in Table 1.1, of respondents from Dilangalen National High

School surveys conducted in 2023-2024, 20% were male while 70% were
female.

30
 Chapter 5

Summary of findings

The major goal of this research is to foster in each student ability to

understand printed language. In global sense, individual characteristics of the
students affect the quality and quantity of such understanding. Therefore it is
important for the teachers to known their students’ strengths and
weaknesses in reading in order to deliver good instructor. As Norton
(1989:350) says that diagnosis is an essential aspect of reading
comprehension, the most effective instruction considers both of students’
strengths and weaknesses in reading.

A summary of findings on reading comprehension among ninth-grade

students in DNHS may include:

1. Ninth-grade students in DNHS demonstrated varying levels of reading

comprehension proficiency, with some showing strong abilities to
understand and analyze texts, while others struggled with basic
comprehension tasks.
2. Factors such as socioeconomic status, parental involvement, and prior
educational experiences were found to influence students' reading
comprehension skills.
3. Strategies such as explicit instruction in comprehension strategies,
vocabulary development, and frequent exposure to diverse texts were
associated with improvements in reading comprehension among ninth-
grade students in DNHS.
4. Gender differences were observed in reading comprehension
performance, with some studies indicating that females tend to
outperform males in this area.
5. Overall, fostering a supportive learning environment that emphasizes
literacy skills and provides targeted interventions for struggling

31
 students can help enhance reading comprehension outcomes among
ninth-grade students in DNHS.

Conclusion

In conclusion, the development of strong reading comprehension skills

is essential for grade 9 students as they encounter more complex texts and
subjects. By implementing strategies such as activating prior knowledge,
visualization, questioning, and identifying main ideas and supporting details,
educators can enhance students' reading comprehension abilities.

These strategies empower students to make connections, think

critically, and engage deeply with the material they read. By fostering these
skills, educators equip grade 9 students with the essential tools for academic
success and lifelong learning. As proficient readers and critical thinkers, these
students are well-prepared to navigate the challenges of higher education
and beyond. By prioritizing reading comprehension and implementing
targeted interventions, educators play a vital role in empowering grade 9
students and setting them on a path to success in their academic and
personal lives.

Recommendations

In the light of limitations identified and the findings of the study, the
following are recommended as future research subjects:

1. Build on existing knowledge.

2. Implement thinking strategies.
3. Encourage reciprocal teaching.

32
4. Identify the main Idea and summarization.
5. Teach how to use reading comprehension strategies.
6. Identify and use the text’s organizational structure to comprehend,
learn, and remember content.
7. Select texts purposefully to support comprehension development.
8. Establish an engaging and motivating context in which to teach
reading comprehension.

33