Master of Arts major in English as a Second Language

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    Reading comprehension levels of intermediate learners
    (2013-12) Biang, Jenks M.
    This research Concerns the reading comprehension of intermediate learners of Star Educational Christian Foundation located in 156 Pico, La Trinidad, Benguet through the use of the Oral Reading Comprehension using the Phil-IRI assessment tool from the Department of Education. This study intended to determine the comprehension levels of intermediate learners along word recognition, literal and inferential comprehension. Moreover, this study aimed to determine if sex, first language and exposure to reading materials has an influence on the reading comprehension skills of the learner. Finally, with the result, the researcher proposed modules that can help improve the reading comprehension of the intermediate learners. This research aimed to find out the comprehension levels and the factors that influence the reading comprehension levels of the intermediate learners. Specifically, the study sought to answer the following questions: 1. What are the reading comprehension levels of intermediate learners along: a. Word recognition b. Literal Comprehension, and c. Inferential Comprehension 2. What is the difference in the reading comprehension levels of the intermediate learners when grouped according to: a. Sex and b. First Language? Hypothesis: There is a significant difference in the reading comprehension levels of the intermediate learners when grouped according to sex and first language. 3. What are the common reading materials that the intermediate learners are exposed to? 4. What modules shall be proposed for the enhancement of the reading comprehension of intermediate learners? The researcher used the Phil-IRI Manual of SY 2012-2013 guidelines in the assessment of the reading comprehension level of the 58 respondents. The researcher compared the results when grouped according to sex and first language. The common reading materials that the students are exposed to were also identified. All of the results are synthesized and helped to guide the researcher in the design of teaching modules that reading teacher, specially in Star Educational Christian Foundation school can use. The following are the major findings of the study: 1. a. The reading comprehension level of intermediate learners along Word recognition is Instructional. b. The reading comprehension level of intermediate learners along Literal Comprehension is Instructional. c. The reading comprehension level of intermediate learners along Inferential Comprehension is Frustration. 2.a. When the learners were grouped according to sex there is a significant difference in word recognition. However, there is no significant difference when learners were grouped according to sex in Literal and Inferential Comprehension. b & c. When the learners were grouped according to their First Language there is no significant difference in Word Recognition, Literal and Inferential Comprehension. 3. The common reading materials the intermediate learners are exposed to were books, internet, and comics material. 4. The proposed module focuses on activities that help enhance Word Recognition, Literal and Inferential Level skill in particular, of the intermediate learners. The module used a few of the effective reading strategies gathered from published materials. In light of the findings of the study, the following are the conclusions: 1. a. As taken from the PHIL-IRI definition of Reading Levels, the intermediate learners have rhythmical with conversational tone and correct interpretation with regard their word recognition and literal comprehension in oral reading. b. Intermediate learners struggled in the area of Inferential Comprehension. This indicates that the intermediate learners might lack memory retention as well as logical or empirical reasoning in answering questions related to the passage. 2. a. Sexual category played a vital role in the intermediate learner's oral reading comprehension in the word recognition wherein girls had a higher percentage than boys. b. First Language has no significant difference in this research, however, to make sure the intermediate learners fluency in the English Language. This means that First Language does not influence or has no direct relation to students' reading comprehension level. 3. The top most common reading materials that interest the intermediate learners to read would come from books, internet, and comics. 4. The proposed modules are for the reading enhancement of the intermediate learners according to the assessment result conducted by the researcher. Where it showed that they are in the frustration level in the literal and inferential comprehension but instructional in the word recognition. These modules for the reading enhancement of intermediate learners will significantly improve their reading comprehension. In relation to the findings and conclusions of this research, the following are recommended: 1. Reading teachers must be observant on the ability of the intermediate learners on word recognition, literal comprehension, and inferential comprehension skills in order to be equipped in the enhancement to these skills. Moreover, there is a need for the reading teachers to be consistent in administering reading assessment to the learners to keep track on their progress. 2. It is also important not only for the reading teachers but also for the teachers in other content subjects to corroborate with the reading teachers on the reading abilities of the learners because reading does not only cater to English subjects but also to the other subjects that always requires good skills in reading to comprehend the subject. In addition, content subject teachers should also follow the progress of the learners reading skills to help the learners perform better in reading. 3. Learners need to make reading as a habit to enhance their reading abilities, and to help them development their English proficiency. They also need to be attentive in their classes especially when reading is involve. 4. writers of the reading book should at least coordinate with the Department of Education in designing reading books and other content subjects to address the needs of the students. There is also a need for the writers to check with the department on the assessment scores to give them ideas on how to help the learners be better in the reading process. Proposed, Modules for the Enhancement of the intermediate Learners in the Oral Reading Comprehension For the reading enhancement of the intermediate learners, particularly the 6th grade learners of Star Educational Christian Foundation proposed modules were tailor-made and have presented effective classroom practices to meet reading fluency. It has three sections which are modules for books, comics and internet. In the range of books, the researcher suggested books that are best fitted to the 6th grade learners and are recommended by Houston Area Independent Schools Library Network reading lists as of 2013 which includes both fiction and non-fiction books by some of the best authors for children and young adults which can be seen in http://www.haisln.org/images/HAISLN Grade 6 2013 FINAL.pdf. This section addresses the comprehension level particularly the Literal Comprehension and Inferential Comprehension. There are a bunch of websites where teachers can receive a lot of academic essays or articles for the 6th grade learners who need it in their reading comprehension. It includes printable lessons and worksheets for teachers as well. The selection of an example essay for the module was taken from the internet, a biography entitled "Life is Sweet: The Story of Milton Hershey" which was searched out in the TeacherVision webpage http://www.teachervision.fen.com/. This section addresses the comprehension level particularly the Literal Comprehension and Inferential Comprehension. Likewise, it challenges the critical thinking of learners through accomplishing the first and second level of comprehension. Comics use graphics and print in the presentation of stories but do not only cater to kids but as well as to all ages. They only differ in content. Presently, novels and some books are immediately transformed into a form of comics to drive the interest of people to read especially to attract the kids to high schools in reading. This section addresses the increase in word recognition and fluency through the use of read aloud in the entire module. In the selection of the reading materials in the area of comics are award winning pieces which was proposed by educators for the reason that this will attract the learners' interest in reading as well as it justifies its content for winning such an award. In the end of each module, there are suggested reading materials that reading teachers may use instead of the reading materials that was used in the module. These suggested reading materials would also cater not only to foreign students but also to Filipino students. Most of the suggested reading materials are published in the Philippines.