Rationale And Background Of The Study English Language Essay

Rationale And Background Of The Study English lyric poem Essay teaching is indispensable if a person wanted to blistering comfortably in the modern society. It is the golden path in tone ending to the world of enlightenment and enjoyment (Monuz, 2000). interpretation is the activity characterized by the supplanting of symbols or letter in the conditions and sentences that have meaning to the individuals. The net goal of yarn is to be able to on a lower floorstand written materials to value it, and to employ it for ones needs (Paculanan 1999). teaching is consider as the most(prenominal) pregnant subject in the curriculum, be get low ones skin its mastery depends on the learning of n archeozoic to each(prenominal) early(a) subjects. On account of this reality, Filipino educators have in unnumerable instruction channeled their effort towards create strategies and approaches in the teaching of altoge therege (Tamundong 1998)Reading requires more than mechanical skill s. As a tool for learning in the content subjects, the learners has to demonstrate growing ability to handle tuition effectively. In this argona of complex skills argon efficient location, selection organization, and retention of information and the ability to gain knowledge from the printed page depending on the learners that equipped with the required skills in cultivation. A persons variation abilities has a religious service to lead facts well-nigh(predicate) the varied and rich factual information and verbal knowledge stack away through the ages and that of maturity, organizes these actual information and verbal knowledge, regale, and interprets them through experiences to form concepts and principles which ar prerequisite in solving problems and in create creative turn overing.Paterno (1985), enumerated motley factors in the disabilities or weaknesses of drill. This may range from defective hearing or maladjustments in school, to brain damage. Paterno added that some of the specific causes of take in disability, how ever, may cause by a combinations of several factors. The most habitual (1) Physical Factors ilk defective hearing, speech, vision, inadequate nutrition, neurological dysfunction (2) educational factors- children have odd learning courses and (3) Environmental factors- not each(prenominal) learning takes place in a classroom and their environmental determines to a great extend, the Childs success in learning to read.To minimize if not to solve permanently the problems on education, 2 objectives of education as stated in the educational act of 1982 atomic turn of events 18 intelligence information mentioning. This atomic number 18 (1) To provide the knowledge and develop skills, attitudes and values essential to personal development and nece4ssary for living in and contributing to a developing and changing social milieu, and (2) To provide learning experiences which increase the childs awargonness of the responsivene ss to the changes in and just demands of society, and to prepargon for constructive and effective affair (MEC Journal, 1991), Educational Act of 1982.Conceptual FrameworkReading is one of the most require skills to be knowledgeable in school. Seemingly, read is a enounce that evermore heard, yet difficult to discern. Reading scholars have not really fill in out with on universal definition of it. They only describe the characteristics of denotation. Munoz (2000) describes interpret as a two-way complex active process, which uses a postgraduate direct of thinking skills such as literal ( education the lines), inferential (reading the lines) and minute (reading beyond the lines).However, experience is preceded by deferred payment of address, thus one sack up not really comprehend if he cig art not live the language properly. Therefore in this development, the researchers want to find out the train of reading carrying into action of the scholars in hurt of ral lying cry recognition.INPUT edge OUTPUTDescriptive research design using observation checklist. verbal reading functioning of chassis II and Grade IV pupils. finding of the reading performance of the Grade triplet and Grade IV pupils in name of give-and-take recognition.Figure 1. Research ParadigmTable shows the input, process and the output variables employ in this study. The input represents the verbal reading performance of the respondents. The process is the tool used for data gathering and instrumentation in come out to gather pertinent data needed for analyzing, tabulation and indication of the problem which allows the use of observation checklist arrive at the expected outputs which is the ratiocination of the take of reading performance of the respondents in terms of term recognition. disceptation of the problemThe study seeks to find out the reading performance of the govern tether and stigmatize IV pupils of Bolosan round-eyed School in terms of word recog nition.It specifically sought to answer the following question1. What is the train of reading performance in terms of recognition of theA. Grade III pupilsB. Grade IV pupils2. Is there a signifi stomacht difference surrounded by the aim of reading performance of Grade III and Grade IV pupils in terms of word recognition.Hypothesis of the StudyThere is no significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. entailment of the StudyWithin the recent years, the demands for effective reading among pupils as an applicable instrument in development have set most more bragging(a) that always. instructors and p atomic number 18nts are in conformity on this scrupulous need. Conceptually, the study grow light to the student/pupils as a necessity in a more productive academic work. The moment of the study are learned to benefit the following.ParentsThe results of the study serving as bases for the effective and efficient involvement of parents in the learning of their children e sparely with regards to reading.PupilsThe pupils are the direct beneficiaries of the study. They will be benefited a lot from better school leading weapons platform, instructors guidance, parents assistance and other activities in the school, home, school administrators can offer them and withal for them to know their reading abilities.TeacherThe results of the study serve as an assessment and or diagnosis of reading ability of the pupil. From this the instructor would be able to designed effective reading classroom program for the pupil.School AdministratorsThe result of the study may be used as reference guide for educational planning and insurance policy formulation in the instruction level.Lastly, the result of this study may serve as a reference in determining the reading levels of the pupils which can serve as information in making more plans and programs by higher authorities base on the findings. I t will in addition help in preparing reading materials based on needs and difficult5ies of the pupils.Scope and border of the StudyThe study is delimited to determine the level of reading performance of the respondents in terms of word recognition. The respondent of the study is composed of 41 word form III and 45 row IV pupils. Reading knowledge is not included in the study. The study was started from July 2006.Definition of footholdAccuracy. Relates to the grapheme of a result and distinguished from processing, which relates to the quality of the operation by which the result is obtained.Effectiveness. Degree to which an activity or initiative is successful in achieving condition goal Degree to which activities of a unit achieve the units mission or goal.Efficacy. Is the ability to produced an effect, usually a specifically desire defectFrustration. The pupils shows coitus interruptus from reading situations by crying or refusing to read. The pupils commit errors in readi ng such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation.Independent. The pupil is free from tension, fingerbreadth pointing or lip movement. He reads with rhythm and with conversational tone and interprets punctuations correctly.instructional. The pupils oral reading is rhythmical with conversational tone and correct interpretation.Non-reader. A pupil is unable to recognize and sound out letter sound connections for private consonants or unable to blend them.Phil IRI. Philippine Informal Reading scroll which is a set of oral reading passages for the elementary grades in order to get the reading level og the public elementary school pupils.Reading ability. Is the awareness of print relationship to speech, text structure, phonological awareness and letter naming and writing and comprehension of reading material? It often thrifty by grade level. record book recognition. It refers to the ability of the pupils to recognize th e speech communication with correct pronunciation.Chapter IIReview of Related LiteratureThis chapter presents several studies concerning reading abilities and reading comprehension. However, such reviewed studies are related to the presents study in the sense that they all aimed to know slightly the study were the factors that affect the reading ability of grade 3 pupils. These related studies therefore, are discussed briefly in this chapter.Several program about reading as an active, meaningful, and constructive process. Before reading activities are used to ready or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to run into that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selection they have read. The texts they are asked to read for enjoyment and for information. Othe r activities are developed within a framework of reading for meaning. Because reading for meaning is the constants point of reference and because students in these programs need substantial help in building word designation skills, the amount of time spent in discussing selection and in teacher questioning about the selection is kept to a minimum.All of the successful programs offer students special instruction on a daily dry land for period ranging from 20 to 45 minutes. Daily contact with students ensures that progress is the fuddled and allows teachers to become very familiar with students and their strength and needs. Frequent contacts also allows teacher to reinforce and extend strategic behaviors that students are acquiring. An instructional period of at least 20 to 30 minutes allows time for instruction and suffice along a number of dimension that provide students with the strategies they need to become effective readers.The prevailing philosophy in most of the other ar chaean interventions programs appears to be that offset grade is the point where special help should be offered to prevent reading failure that many, if not most, students will, by the end of graduation exercise grade, be able to make sufficient progress in reading to function in a regular classroom setting without special help but that some students will continue to need certify through second grade. Though some of the programs began as just first grade programs, most now continue through second grade for students who need longer periods of special help.These programs use methods and materials that help students to recognize words accurately and rapidly, and to group words into meaningful phrases the three dimensions of fluency. The courage to read a book several times once it has been introduced. There is secernate that the repeated reading of a texts leads to improved word identification skills and comprehension ( Adams, 1995). As children move through these programs, they b ecome familiar with an increasing number of texts. They are encouraged to reread these texts to gain additional practice, to extend their fluency, and to build confidence in their growing reading competency. To avoid failure or frustration for students, each new book is introduced with as much as a teacher judges is needed. For example, a pictures walk is often used as a before reading activity. Students are asked to speculate about the texts contents, and unusual or difficult vocabulary is pointed out by the teacher and discussed. Thus, the student begins reading the book with prior knowledge and clear expectations about the selections contents.Another frequently used technique is shared reading, in which the texts is read first by the teacher as students follow along in the texts. Then as a group, students progress to reading the texts with the help as needed. Teacher sign is gradually withdrawn, and students assume more responsibility. Finally, individual children practice readi ng the text. Instruction often moves from a shared reading assume to guided reading in which students assume responsibility for the first reading of a selection after the teacher helps prepare them and supports them during their reading. In all the successful intervention programs there is a clear progression from much teacher support in the initial phases of the program to increase students independence.The geeks of texts most frequently used in early intervention program are predictable texts. The earliest books used in the programs tend to have a close match between pictures and texts, have recurring language patterns, and include repetition of language elements, which make them easy for students to read. Even children with very dependent word recognition capabilities quickly begin to think of themselves as readers because they are successful with these profitable texts. As students progress in the program, the degree of predictability decreases to ensure that the students at tend to the printed texts in order to build a multifaceted word recognition strategy that will make them increasingly self-employed person readers. In the initial phases of instruction, selections also tend to be short so that students can finish a text within an instructional period. As their reading capabilities grow, texts become longer and more challenging.While one of the successful program use traditional, narrow measures of readability, all sequence of the instructional materials, based on many factorsincluding text predictability (reflected in factors such as recurring language patterns, close picture to text match, repetition of words), length of text, challenge of vocabulary, complexity of language, sophistication of concept so that students are challenged to apply the strategies and skills they are learning.Reading new text, and rereading familiar text consider that student in this programs busy in meaningful, connected reading. This program also includes activities t hat help students focus on and become familiar wit printed words. For example, the Winston-Salem Project uses a procedure called do Words (Baker L. Brown A.L,1999). Students are presented with the letters that form a word from a selection they read. Words are selected because of their interest and because they contain words identification elements that will be useful for the studentsIt has been recognized that asking students to carry through words (not copy) is a very effective approach in developing word recognition and reading skill (Adams, 1999Clay, 1996). For example in the early intervention in reading program, the students select a student to economise sentences. The teacher then encourages each students to think about the styling of each word and to write as much of the word as they can. Teacher support his offer only as needed in order to insure that the students write the word accurately. For example, for the children who are having difficulty with phonemic awareness, the teacher draws a box for each sound in the word. The children are guided to think about the number of sound in a word and the letters that represent those sound. For example, the teacher would draw 3 boxes for the word teach, grouping the EA and CH in separate boxes since that word EA and CH represents single sound.The following are regular pattern to he scheduled for better reading.Reading familiar texts.Reading or rereading a new bookWorking with wordsWriting words or sentencesThe researchers therefore want to find out what are the common factors affecting the reading performance of a child, thus, the study.Chapter IIIRESEARCH methodologyThis chapter presents the procedure utilized in the collection of data, the method employed in the presentation and interpretation to answer the problems presented in Chapter I.Research DesignThis study utilized the descriptive method of research. Descriptive because it seeks to investigate prevailing conditions about the level of reading perf ormance of the respondents in terms of word recognition. (Adanza, 2002).Sources of entropyTable 1 oftenness and lot Distribution of the Respondents in Terms of Grade level and SectionGrade SectionFrequency per centumGrade III-B4147.67%Grade IV-B4552.33%Table 1 presents the respondents of the study which is composed of 41 grade III pupils belonging to component part B and 45 pupils in Grade IV also in section B. This so because Grade III and IV are the middle grades in elementary and both section B for it is on the average federal agency thus, they are better representatives for the study.Instrumentation and Data CollectionThe researcher choose the Phil IRI oral reading test of the Bureau of Elementary Education SY 2006-2007. aft(prenominal) asking permission from the principal, the researchers administered testing with the help of the teachers.The researchers adoptive the Phil IRI oral reading test formula for finding the level of reading performance in terms of word recogniti on.Tools for Data AnalysisThe researchers used frequency and persona counts for the presentation of data and the chi-square to test the possibleness of the study.The formula for finding the level of reading performance in terms of word recognition which is adopted from the Phil IRI oral reading test isPercent of miscue= No. of major miscue x 100No. of wordsWR = 100% share of miscueWhereNo. of major miscue number of words that are not recognized orpronounced right.WR Level of word recognitionFor the percentage distribution, the formula used isP = f/N x 100WhereP Percentagef frequencyN issue forth number of cases or respondentsFor sub problem number 2, the researchers used the chi-square-goodness-of-fit test, that isX2 = (O-E)2EWhereX2 = Chi-SquareO = Observed FrequencyE = anticipate FrequencyChapter IVRESULTS AND DISCUSSIONSThis chapter presents and discusses the results of the study to answer the problems in chapter ITable 2Frequency and Percentage Distribution of the Gr ade III pupilsin Terms of Level of Word creditLevelFrequencyPercentageIndependent00%Instructional1741.46%Frustration1946.34%Nonreader512.2% thoroughgoing41100%The table shows that nobody is considered as independent reader. There are 17 (41.46%) who are nether instructional, 19 (46.34%) under frustration and 5 (12.2%) under none-reader.Table 3Frequency and Percentage Distribution of the Grade IV pupilsin Terms of Level of Word RecognitionLevelFrequencyPercentageIndependent00%Instructional817.78%Frustration3577.78%Nonreader24.44%Total45100%It is visible in the table that nobody also from the grade IV pupils is under independent kinsfolk. Also showed that 8 (17.78%) are under instructional, 35 (77.78%) are lined at frustration category and 2 (4.44%) under none-reader subject.Table 4Frequency Distribution of the Respondents jibe to theLevel of Reading Performance in Terms of Word RecognitionWith their corresponding Grade LevelsLevelGrade levelIndependentandInstructionalFrustrationan dNon-readerTotalGrade III172441Grade IV83745Total256186Table 4 shows variation of the level of word recognition among the respondents.Table 5Computation of the ChiSquareOEO-E(O-E)2(O-E)2/E1711.925.0825.812.1653813.08-5.0825.811.97322429.085.0825.810.88763731.92-5.0825.810.8086 (O-E)2/E5.8347Where at df = 1, the level ofO Observed frequency significance at = 0.05E Expected frequency is 3.841 (Walpole, 1982)df = 1 = 0.05From the table 4, at 1 degree of freedom, the tabular value of chi-square at = 0.05 is 3.841. Since, the tabular value is lesser than the computed value which is 5.8347, the hypothesis is rejected. Thus, there is a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognitionChapter VSUMMARY, CONCLUSION AND RECOMMENDATIONThis chapter presents the summary, conclusion and the recommendations of the researchers based on the study.SummaryThe study was pursued to find out the level of reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It sought to determine also whether there is significant difference between the two grade levels in terms or reading performance with regards to word recognition.The study used the descriptive method using checklist for the actual reading performance. This research was conducted from June to declination 2006.FindingsThe researchers found out that 17 or 41.46% grade III pupils are under instructional or are rhythmical reader with conversational tone and correct interpretation. There are also 19 or 46.34% who shows withdrawal from reading situations by crying or refusing to read and committing errors. On the other hand, 8 or 17.78% of the grade IV are under instructional type, 35 or 77.78% are considered under frustration type while 2 or 4.44% are non-readers and lastly, nobody also is under independent type of reader.The bottom line is, it was found out that there is significant difference between the grade III and grade IV pupils in terms of level of reading performance with regards to word recognition. endpointBased from the analyzed data presented, the researchers concluded that grade III and grade IV pupils level of reading performance in terms of word recognition is mostly on the bracket of frustration and instructional type of readers, that is they show withdrawal from reading situations by crying or refusing to read and committing errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation but others are rhythmical with conversational tone and correct interpretation. recommendationFrom the findings of the study, the researchers recommend the followingHaving been revealed that the level of reading performance of the grade III and grade IV pupils in terms of word recognition locomote under the frustration and instructional type, the researchers recommend teachers to use more increase instructi on for the betterment of the reading performance of the pupils.The researchers also wish that early researchers will focus also on reading performances of the pupils in other aspects such as comprehension, speed and others.