FACTORS AFFECTING READING COMPREHENSION PROFICIENCY OF

GRADE 11 STUDENTS AT CENTRAL TAYTAY SENIOR

HIGH SCHOOL-STANDALONE SCHOOL YEAR

2020-2021

ROLANDO B. BELARMINO JR.

MARCH 2021
CHAPTER I

INTRODUCTION

Background of the Study

Reading comprehension is a cognitive process that requires myriad skills and strategies.

Numerous programs are designed to improve reading comprehension: summer reading, read

to succeed, student book clubs and battle of the books. However, according to the U.S.

Department of Education, millions of students in America progress each year without the

necessary reading skills. Reading comprehension involves various factors such as

background knowledge, vocabulary and fluency, active reading skills and critical thinking

that must work together.

Background knowledge plays an essential role in reading comprehension. In an effort to

comprehend a text, students rely on their background knowledge of link what they already

know to the text they are reading. Background knowledge includes both a reader's real-world

experiences and literary knowledge. Drawing parallels between background knowledge and

text helps students become active readers, improving their reading comprehension.

Vocabulary-whether or not students have mastered vocabulary skills affect their reading

comprehension. Students must be able to comprehend a familiar word and it's relation with

other words within a text. Mastering vocabulary includes recognizing a word's part of speech,

definition, useful context clues, and how it functions in a sentence. These vocabulary

strategies can help improve comprehension.

Fluency- reading with fluency allows students to retain information with accuracy

expression and increased speed. The ability to read fluently develops through reading

practice. As students become fluent readers, they will spend less time trying to decipher the

meaning of words and more time considering the overall meaning of the sentences. Overtime,

fluent readers will develop the ability to insightfully respond to a text.

Active reading- Beginning readers often rely on skilled readers to guide them through a

text. However, as readers develop, they will be able to monitor their own reading

comprehension. Students can actively guide their own reading by targeting comprehension

problems as they occur. Students can troubleshoot comprehension problems by recalling what

they read, asking themselves questions or evaluating the text.

Critical thinking- Students can actively respond to a text me efficient when they possess

critical thinking skills. As students read, they can determine the main idea and supporting

details, the sequence of events and the overall structure of the text. Students will also be able

to identify literary devices and their effect on the text. Having critical thinking skills help to

deepen a student's comprehension of a text, resulting in a positive reading experience.

Reading comprehension according to Basaraba (2013) is a complex process that requires

different building block skills. One model of reading com proposes that understanding what

we read is really the results of three levels of skills: literal comprehension, inferential

comprehension and evaluative comprehension. Reading is the true backbone of most

learning. Everything starts with the written word-whether it's math, science or even home

economics. As students go up the educational ladder, more reading is usually required as

subjects become more dense and challenging. (Philippine Star, 2012)

In the Philippines, the DepEd reports that there has been a 21.36 percent NAT results

from 2012 to 2015. The 2012 NAT revealed a rise in Mean Percentage Score (MPS) of only

66.33 percent from 54.66 percent in 2012, which equates to an improvement in 11.67 percent.

The percentage gains were in all subject areas and pointed to a steady improvement in the

primary education of the country's public-school system.

Statement of the Problem

The general aim of this study is to determine the factors that affect the reading

comprehension proficiency of the respondents. Specifically, it seeks to answer the following

question.

1. What is the demographic profile of the respondents in terms of:

a. age;

b. gender;

c. religion; and

d. monthly income of parents?

2. What is the greatest factor affecting students reading comprehension proficiency?

3. What is the level of reading comprehension proficiency of the respondents?

4. Is there any significant relationship between respondents’ demographic profile and their

level of reading comprehension?

5. Is there any significant relationship between factors affecting students reading

comprehension proficiency and their level of reading comprehension?

Objectives of the Study

The general objective of this study is to determine the factors that affect the reading

comprehension proficiency of the respondents. Specifically, it aims to:

1. determine the demographic profile of the respondents.

2. know the factors affecting students reading comprehension proficiency.

3. Identify the level of reading comprehension proficiency of the respondents.

4. determine if there is any significant relationship between respondents’ demographic

profile and level of reading comprehension.

5. know if there is any significant relationship between factors affecting students

reading comprehension proficiency and their level of reading comprehension.

Hypotheses

1. There is no significant relationship between students’ demographic profile in terms of

age, gender, religion and monthly income of parents and their level of reading

comprehension proficiency.

2. There is no significant relationship between the factors affecting students’ reading

comprehension proficiency and their level of reading comprehension.

Scope and Delimitation

This study focuses on grade 11 students at Central Taytay Senior High School Stand

Alone regarding factors affecting reading comprehension proficiency.

This study is interested on the possible intervention to lessen students had reading

comprehension deficiency.

This research study is limited only on the selected grade 11 students of Central Taytay

Senior High School-Stand Alone school year 2020-2021. The result of the study may also be

a basis for other similar study.

Significance of the Study

Learning is the aspect of development that connotes modification of behavior, skills and

knowledge that results from practice and experience which sought for quality education.

The generalization of this study would be a great contribution to the vast knowledge in

relation to student’s achievements. Vital results of this investigation could be high significant

and beneficial specifically to the following:

Students. They are the Senior High School students from Grade 11. They are the main

concern in this study who are having reading comprehension deficiency and finding its

possible solution to enhance their ability and change their insight. In this study, the findings
of this research will help students realize, get inspired and become beneficial to the students

of Central Taytay Senior High School-Stand Alone.

Teachers. This refers to the teachers of Central Taytay Senior High School-Stand Alone. In

this study, teachers’ benefits through the development of student's reading comprehension.

As a positive result, teachers’ problem regarding students reading comprehension deficiency

will be lessen.

School Administrators will be gaining insights as to what intervention appropriate to help

both teachers and students problem regarding reading comprehension deficiency.

Future Researchers will be gaining ideas related to this study. We conclude that the other

inadequacy of this research data will be answered and drawn on your possible researches

related on this study.

Definition of Terms

For better understanding of the footings used in the study, definition of terms presents

the definition of hollow words.

*Factors- Something that helps produce or influence a result.

*Comprehension- Ability to understand.

*Vocabulary- The words that make up a language.

*Essential- Extremely important.

*Myriad- Large number of things.

*Decipher- To find the meaning of something.

*Efficient- Capable of producing desired results without wasting materials.

*Innovation- New idea device or method.

*Fluency- Ability to speak easily and smoothly.

*Proficiency- Advancement in knowledge or skills

Conceptual Paradigm of the Study

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Demographic profile
Age;
Gender;
Religion; and
Monthly income of parents

Factors affecting students’

reading comprehension
proficiency: Level of reading comprehension
 Knowledge proficiency of the respondents
 Vocabulary
 Fluency
 Language anxiety
 Early self-regulation
 Lack of structural support
 Critical Thinking
 Active reading
 Attitude towards bilingual
 Vocabulary Learning
Strategies

Conceptual framework consists of independent and dependent variable. Under the

independent variable are the demographic profile of the respondents in terms of age, gender,

monthly income of parents and religion; and factors affecting reading comprehension

proficiency which are knowledge, vocabulary, fluency, language anxiety, early self-

regulation, lack of structural support, critical thinking, active reading, attitude towards

bilingual, and vocabulary learning strategies.

On the other hand, the Dependent Variable is the level reading comprehension

proficiency of the respondents.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In explanation we find new techniques, new knowledge, even develop process or

procedure, imagination and skill is employed by the researchers. Being a proficient

comprehensive reader helps a man to live a better fuller life which is the concern of the

research. The fast trend innovation of the environment prompts researchers to conduct

studies regarding factors affecting reading comprehension proficiency of students to know

the significance of being a proficient reader in our daily living. This chapter presents a brief

reviews of literature and studies, both local and foreign that is related to this studies.

"Factors affecting reading comprehension proficiency in academic reading

comprehension"

According to Nergis (2013) he found on his study that vocabulary knowledge affect

reading comprehension proficiency as far as academic comprehension is concerned, a

network of linguistic skills and strategies operate in a complex and integrated matter. Since it

is impossible to examine all the factors affecting reading comprehension proficiency at all at

once, it is more reasonable to compare and contrast the predictive effects of specific variables

against each other and elicit the rule of each of them and determining academic performance.

For this reason, his study aims to investigate whether specifically the depth of vocabulary

knowledge, syntax awareness of meta-cognition awareness was a more powerful predictor of

academic reading comprehension. The result of multiple regression analysis revealed that

with a sample of homogeneous first language (L1) background learners depth of vocabulary

knowledge was not a strong predictor of academic reading comprehension for English

academic purposes (EAP) students. However, it was found that syntax awareness was a

significant predictor of academic reading comprehension is second language (L2) and of

the investigated variables, meta-cognitive reading strategies have much to contribute to

academic reading comprehension.

"Effective Reading Comprehension”

Weather & Melton (2012) on their research study they found out that quantity and

quality of lexical words are needed for effective reading comprehension. It has given rise to

a number of studies which been identified as the different dimensions of vocabulary

knowledge vocabulary breadth, and depth describe the number of lexical words one know

and how will one knows the related words, respectively. Furthermore, vocabulary size is the

basis dimension of a learner’s lexical competence, and learners with a larger vocabulary size

use language more proficiently than the learners with a smaller vocabulary size.

"Vocabulary affects reading comprehension"

Qian (2012) he found that student reception words and knowledge is higher than their

productive word knowledge. Similarly, the students’ receptive vocabulary size larger than

their productive vocabulary size. Furthermore, the difference between their receptive and

productive size is 27.69%. In order to bridge this gap and increase their vocabulary

knowledge and size, they recommended an activity-based, explicit vocabulary teaching

approach through self-learning, group-learning and mutual learning in a regular classroom.

"Vocabulary Learning Strategies in Reading Comprehension proficiency"

Zhang & Lu (2014) states that the relationship between vocabulary learning strategies

and vocabulary breadth and depth knowledge affect reading comprehension proficiency. On

their study, one hundred and fifty first year, university students in China took the vocabulary

level test, a meaning recall task, and the depth of vocabulary knowledge test. They used the

first two test of vocabulary breadth knowledge that is meaning recognition, passive

recognition and meaning recall, while the last test used to elicit participants depth of

vocabulary knowledge. Participants already filled out a vocabulary learning strategies

survey, structural equation modeling was employed to assess how vocabulary learning

strategies predicted breadth and depth of vocabulary knowledge. Results indicate the

strategies that focus on learning the forms and associative meanings of words are significant

predictors of both vocabulary breadth and depth knowledge. However, even learning

strategies of the same type may have different effects on meaning recognition and meaning

recall. Implications of the results for vocabulary teaching and learning are considered.

"Vocabulary Knowledge as an effective factor in Reading Comprehension"

Staer (2013) on his empirical study presents that investigates the rule of vocabulary

knowledge in lessening comprehension with 115 advanced Danish learners of English as a

foreign language (EFL). The dimensions of depth and breadth of vocabulary knowledge

(measured by the vocabulary level test and the word associates test) we're found to be

significantly correlated with listening comprehension. This study provides empirical

evidence that vocabulary knowledge is an important factor for successful comprehension.

"Reading Proficiency Level of Students"

Cabardo (2015) he found out from his study entitled "Reading proficiency Level of

Students: Basis for reading interventions program that the results revealed that majority of the

students belong to frustration level of reading proficiency in silent reading while in

instructional level for the oral reading in which majority of the males are less proficient in

reading compared to females in both silent and oral reading. There is no significant

difference on the levels of reading proficiency levels of students when analyzed according to

their year levels and gender. However, a significant difference on the levels of reading

proficiency of students in silent and oral reading was found.

"Early Self-regulation affect Reading comprehension proficiency"

According to Skinny, Montroy, Novels & Morrison (2018) they found that children who

demonstrated self-regulation earlier had higher language and literacy skills throughout
preschool and second grade. More specifically, earlier self-regulation trajectories were

associated with both higher levels and earlier development. Children with early self-

regulation trajectories developed phonological awareness earlier than those with late self-

regulation trajectories. Finally, children with early self-regulation trajectories had higher

levels of vocabulary than children with intermediate trajectories, but did not differ on the rate

of timing of vocabulary development. Findings point to the enduring and interconnected

nature of self-regulation in children's language and literacy development. As a nation of non-

readers. An article about Filipinos, marked by its history, as being story tellers as opposed

to being readers. Based on the article "A nation of non-readers by Juan Luz", Filipinos

culture was mainly passed on through words of mouth and not through written works. A

survey conducted by the Philippine government said that two main sources of information for

Filipinos were from television (62%) and radio (57%); while a low percentage read

newspapers and magazines.

Luz also saw a poor reading as a reflection of four language proficiency by public

school teachers, may it be in English or Filipino.

Lack of structural support. Other articles centered on despite education having the biggest

share in the national budget (approximately 15% from the proposed 2013 budget, according

to Beltran, J., Alvarez, K., and Summer in 2012), the lack of structural support, like

teachers, training, classrooms, textbooks and reading materials as a problem in reading

education.

"Status of Philippine Education System -2013"

According to Madge Kho, in the article "Status of Philippine education system-2013",

students had low scores in high School readiness test, and the Philippine ranked low in the

international mathematics and science study due to contributing factors, such as national

budget, lack of structural support and malnutrition. The lack of structural support was
inadequacy in the number of books, classrooms, school materials, educators, and training of

teachers.

Malnourished readers. Lastly, in the same article by Madge Kho, malnutrition of students

was seen as a contributing factor in the poor quality education in the Philippines. Children

are not learning because of physical deficiencies caused by lack of food to sustain their

health.

"Factors Affecting the Level of English Proficiency"

The Education Department together with the Social Welfare Department will provide

food for the families that are in need of it. Malnourished students that are having difficulty in

learning were evident as well in studies conducted in developing countries. An article

entitled "Factors affecting the level of English proficiency” states that Language anxiety is

one of the factors affecting level of proficiency in English language among university

students. Language anxiety can be defined as the feeling anxiety towards second language

acquisition (Gardner &McIntyre, 2013). Students who face student anxiety often fear of

negative evaluation by their educators or native speakers. Humphries R. stated in her paper

that fear of negative evaluation greatly affected students when they'd try to practice their

target language. A study conducted by Crook all & Oxford (2013) as cited in Humphries, R.

(2015), a little anxiety can be motivating in gives benefits for a students, however if it passes

a certain limit, it will affects students focus towards language learning which resulting in

poorer performance. Furthermore, the study done by Humphries R. Reveals that it would be

less intimidating if the instructor was more friendly and encouraging rather than be an

authority figure. This is because students feel more comfortable to interact using the target

language with their friends rather than with their instructor.

"Factor Affecting the Level of Proficiency”

According to a research conducted by Nut Afiqah Hatid (2014), language anxiety among

learners in Universiti Teknologi Malaysia (UTM) reveals that there is no relationship

between language anxiety and gender and age. The study also reveals that there is no

significance difference between male and female because both genders experiencing a similar

amount of anxiety in their second language class. Furthermore, language anxiety also has no

significance difference between old and young learners. However, the duration of learning

English do affect the level of language anxiety experience by the learners as the longer the

years of learning, the lower level of language anxiety facing by them. Apart from that, fear

of negative evaluation cause by language anxiety could clearly be seen in a study conducted

on a group of Malaysian university a students were they claimed that the impediment they

experience to communicate in English makes them passive in the classroom.

Despite learning English for almost 11 years, Malaysian Undergraduate students still

encounter difficulties to communicate in English. One of the reasons of lack of proficiency in

the target language is cultural stereotypes. Some culture in Malaysia considered people who

speak a foreign language as an outcast as they embraced another culture. As Malaysia have 3

different major races - Malay, Indian and Chinese, each race have their own perception and

stereotypes towards foreign language. Some of the Malay's perceived other malay's who

speak English as 'less Malay and sometimes they being 'otherd' by their own society because

of their high proficiency in the target language (Azizah Yaacob, 2014). Meanwhile, as for the

Chinese, those who speak English are viewed as educated than those who speak Mandarin

(Wong Fook Fri, Lee King Doing, 2013) on the contrary, in one of the Study conducted, the

Indian society put their utmost respect to someone who can speak their own language rather

than foreign language. How, all of these cultural and society stereotypes does not affect

learners who have high motivation and spirit to increase their proficiency in the target

language.
The other factor affecting the level of proficiency in English among Malaysian

University students is the attitude of students towards bilingual education. The use of English

in the education process is aimed to help students fulfilled the demand in job sectors in the

future. Despite learning English for a long period, many local group graduates still encounter

problems to use the language effectively consequently, resulting them to be unemployed due

to the lack of proficiency in English language. Therefore, students attitude towards bilingual

education become a major concern. Attitude is regarded as one of the main contributing

factors to second language learning achievement. Students must have both, motivation and

attitude in order to ensure a successful language learning experience (Thang Siew Ming, Ting

Siew Ling, Nurjanah Mohd Jaguar, 2012). Students with positive attitudes and high

motivation level will be successful in second Language learning while students with negative

attitude tends to be judge mental and ethnocentric towards the target language, making them

unsuccessful in second language acquisition. As cited by Ramiza Farming and Peter Albian

(2013) negative attitudes are associated with feelings such as anxiousness which resulting in

excessive stress on the learners during second language learning. Hence, students' motivation

and attitude towards bilingual education play a vital role to improve student’s proficiency in

English language. Base on this paper, it could be seen that language anxiety, cultural

stereotypes and student’s attitude towards bilingual contribute to the level of English

proficiency among University students. Although many researches have been conducted in

this area, there is still insufficient finding on the factors affecting the level of English

proficiency among students

"Reading Comprehension Proficiency"

Reading is one of the four macro skills taught in an English language classroom, which

requires a response from the reader through summarizing the main facts based on what was

read (Zintz & Maggart, in Blah 2013) Reading is not just extracting meaning from the text
but a process connecting to the information given by the text. Reading in this sense is a

communication between the readers on the text (Grabe, 2012 in Villanueva in 2012). Reading

is essential to life. And reading with comprehension is the chief justification why we read

understanding what the text is all about (Lastrella, 2012). Reading comprehension is a

complex balance between recognizing printed symbols and interpreting the meaning behind

the symbols. There is a growing body of evidence supporting the concept that a readers

background knowledge about what he is reading is one of the most critical factors in

determining whether a student will understand what he reading is or not. To continue to

make progress in learning, as well as fuel self-concept and motivation, students showed

participate in regular classroom experiences appropriate to their cognitive and maturational

levels, including interesting and cognitively challenging books presented or orally tape.

"Factor increase students Level of Reading Proficiency"

According to Worthy (2014), it is not sufficient to provide books that are geared solely

to a student’s instructional reading level. When reading level is solely considered, below

level basal readers are generally use for instructing struggling readers. Reading such "baby

books", often make struggling readers feel more defeated. Focusing on student interest in

selecting reading materials maybe more beneficial in promoting reading success than a focus

on level. It turns out that interest is far more significant than readability. When students have

strong interest in what they read they can frequently transcend their reading level (Worthy

2014). Many educators and researchers consider interest to be an essential factor in all

learning. Students who do not enjoy typical school text often fail to engage in reading and

may develop a lifelong aversion to reading. Even if they are not initially struggling readers,

"reluctant readers tend to gradually lose some academic ground, because wide journal of

inquiry and action in education reading is related to increases in general knowledge in

reading comprehension". High challenge academic task invite students to expensive the
maximum level of effort and encourage students to value the processes of learning. As a

result, motivation researchers view high challenge task as most beneficial for promoting

learning and motivation. Teachers promote motivation when they provide students with an

opportunities to assume increasingly higher levels of responsibility for their learning.

Moreover, a challenging task often require students to use prior knowledge and construct an

understanding of a topic. This practice increases the personal meaning that students attached

to an activity, therefore increasing the likelihood of becoming engage in an activity (Miller,

2013) during school, students interact and work alongside peers and adults. This social

perceptions and relationships are related to and predictive of school related outcomes. For an

individual to survive know today's world, it is a requirement for him/her to know how to read

with understanding. He/she should be capable of understanding simple text such as

transportation documents which includes travel direction and road instructions, build and

constructs. The effect of not being able to comprehend could be disastrous (e. g. instructions

on a bottle of medicine or chemical learning) (Lastrella, 2012) with the ability to

comprehend a text, people are able not only to live safely and productively, but also to

continue to develop socially, emotionally and intellectually. Likewise, reading is a very

significant language skill for a student since they are subject to a continuous flow of

information they need to prepare themselves for the demands that reading in school and in the

bigger society places on them. Reading also has been a segment of the entrance test in most

colleges and universities. But there are cases by which students fail during the entrance

examination because of lack of comprehension (Maggart and Zintz 2015 in Marquez 2016)

state that comprehension is the major purpose of reading without comprehension reading is a

meaningless activity regarding of age or ability of the reader. There are levels of reading

comprehension namely: literal level (reading the lines), inferential or interpretive level

(reading between the lines) and the critical level (reading beyond the lines).
CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology of this study. This includes the locale

of the study, population of the study, sampling method, research design, data collection

procedure, instrumentations, and treatment of the study.

Locale of the Study

This research study will be conducted at Central Taytay Senior High School-Stand

Alone, Monte Vista, Poblacion, Taytay, Palawan which is 2 km away from Poblacion Proper.

It is located behind Cathedral church.

Population of the Study

The respondents in this study will be the grade 11 students of Central Taytay Senior

High School.

Sampling Method

To measure the number of the respondents, researcher will use Slovin’s Formula.

To identify the specific number of respondents in grade 11 per strand, stratified

random sampling method will be employed. It is a probability sampling procedure which is

used to identify the number of respondents where the total population number of grade 11 per

strand will be divided by the population size and multiplied to the number of population

sample size. Stratified Random Sampling as follows:

To identify the specific names of respondents in each strand, simple random sampling

will be used. It is a probability sampling procedure use to identify specific names of the

respondents, where all the names of the possible respondents are written in a scrolled piece of

paper and raffled. Researcher simply picks the names of the possible respondents based on

the number of sample size.

Research Design

This study will use descriptive method. This involves gathering, recording, analysis,

and evaluation of the information base on the prevailing conditions. Descriptive research

design is used to help provide answer to the questions of who, what, when, where and the low

of a particular research study. It also provides accurate data. This study focuses on the factors

affecting students reading proficiency.

Data Collection Procedure

The researcher will send a letter asking permission for the conduct of the study. The

researcher will conduct this study and gather data by asking questions through personal

interview and rate students’ reading comprehension proficiency by a survey. Researcher will

use gadgets such as cellphones and voice recorder for evidence.

Instrumentation

The researcher will gather data by asking some questions, filling-up the questionnaire

to the respondents by the survey and by the use of gadgets such as cell phones and voice

recorder for the evidence. In measuring the level of students reading comprehension

proficiency, researcher will use reading materials and rubrics. The first part of the

questionnaire is about their demographic profile, the second part will be the factors affecting

their reading comprehension proficiency and the last will be about the level of the

respondents’ reading comprehension proficiency.

Treatment of Data

The researcher of the study will analyze the data by recording and summarizing of all

the data they that will be gathered during the survey implementation and researcher also aim

to know the feasibility of the research hypothesis.

BIBLIOGRAPHY
Wesch & Milton (2012) “Quantity and quality of lexical words for effective reading comprehension".

Quait (2012) Students reception words knowledge and productive word knowledge.

Zhang & Lu (2014) Relationship between vocabulary learning strategies and breadth depth
knowledge affect reading comprehension.

Stear (2013) Vocabulary knowledge in listening comprehension of English as a foreign language.

Cabardo (2015) Reading proficiency level of students.

Magde Kho (2013) Status of Philippines Education System

Nur Afigh binti An. Hatid (2014) language anxiety among learners in Universities Teknologi

Mlaysia (UTM)

Lucy Hart (2017) Cognitive Factors that affect reading comprehension.

educatin.Seattlepi.Com

Http://google .com.belt ran.S.Au

Alvarez k. Summer.com

www.google .Gardner.abks

Barasaba.Settle.com

www.google/comprehensionrubrics.ac381.com
RESEARCH QUESTIONNAIRE

I. Demographic Profile

Please check the item that correspond to your answer.

Age: ( ) 15-16 ( ) 17-18 ( ) 19-20 ( ) 21 Above

Gender: ( ) Female ( ) Male

Religion: ( ) Pentecostal ( ) Baptist ( ) Iglesia Ni Cristo ( ) Born Again

( ) Roman Catholic ( ) others (pls. specify)

Monthly Income of parents: ( ) 5,000 below ( ) 5,100-10,000 ( ) 10,100-15,000 ( ) 15,100-

20,000 ( ) 20,100 and above

II. Factors Affecting Reading Comprehension Proficiency

Put a check to the given space.
 What is the greatest factor affecting you in reading comprehension proficiency?
( )-Knowledge ( )-Vocabulary ( )-Fluency ( )-Active reading ( )-Critical thinking
( )-Early self- regulation ( )-Lack of structural support ( )-Language anxiety
( )-Attitude of students towards bilingual ( )-Vocabulary learning strategies
III. Level of Reading Comprehension Proficiency
Read and explain the text below. The researchers will judge and measure you're
reading comprehension proficiency.

LITTLE GINGERBREAD MAN

The story begin with a little old man and a little old woman who live in cottage. They

would have been happy except, for the fact that they did not have a child. One day, when the
old lady was making gingerbread, she cut a piece in the shape of a body and put into the

oven. When she opens the oven again, the little gingerbread boy jump out and proceed to run

away as fast as he could. The woman called her husband and they went altering but could not

catch him. The gingerbread man runs buy a barn full of threshers and says I'll he run from a

little woman , a little old woman , and I can run away from you,” I can" the barn full of

threshers joined the case, but could not catch him as well. Next the gingerbread man came to

a field full of mowers, again busting that they couldn't catch him. Then came a cow, then a

pig but no one was closed to catching the gingerbread man. Then the gingerbread man came

across a fox. He boasted like usual, but the fox was past. The fox caught him and began eat

him- up with the gingerbread man starting" oh clear I'm a quarter gone "and then oh I'm half

gone “then I'm three quarter gone" and finally I'm all gone.

1. Who are the main characters of the story?

2. What is the conflict of the story?

3. What is the setting of the story?

4. What lesson can we learn?

Figure 1. COMPREHENSION RUBRIC (www.google.com)

COMPREHENSION RUBRIC
1 2 3 4
Tells 1 or 2 events or Tells some of the Tells many events in Tells most events in
key facts events or key facts sequence for the most part, sequence or tells most key
or tells many key facts facts
1 2 3 4
Includes few or no Includes some Includes many important Includes most important
important details important details from details from text details and key language or
from text text vocabulary from text
1 2 3 4
Refers to 1 or 2 Refers to 1 or 2 Refers to many characters Refers to all characters or
characters or topics characters or topics by or topics by name in text topics by specific name
using pronouns (he, generic name or label
she, it, they) (boy, girl, dog)
1 2 3 4
Responds with Responds with some Responds with literal Responds with interpretation
incorrect misinterpretation interpretation that shows higher level
information thinking
1 2 3 4
Provides limited or Provides some Provides adequate responses Provides insights and
no response to response to questions to questions and prompts response questions or
questions and and prompts prompts
prompts

Scores:
0 = Incomprehensive reader
1-8 = Light comprehensive reader
9-15 = Moderate comprehensive reader
16-20 = Comprehensive reader