Chapter 1

INTRODUCTION

Background of the Study

Reading is a vital and priceless activity. The ability to read and understand texts is

crucial to a child's success in school and throughout life. Good books can have a positive

impact on your life and guide you in the right direction. Reading will help you develop your

imagination and provide you with a wealth of knowledge. A fluent reader can read smoothly,

which is important for a person's positive growth and development.

To teach a student to read fluently without consciously thinking about it, the skill

must be taught systematically and explicitly, at the appropriate time and sequence. Word

recognition, phonological awareness, decoding, and sight recognition are the areas where

readers require the most assistance. Without this knowledge, the reader's fluency slows, and

their comprehension of the information being read suffers. These abilities must be taught in

order to become automatic. (Bengeny, 2010).

Many educators believe that learning to decode requires phonemic awareness and letter

knowledge. A student's inability to identify and blend the sounds in a word to form the word's

pronunciation may result in multiple attempts to pronounce unknown words, slowing the

student's speed and comprehension. Students who struggle to read frequently struggle to

achieve fluency in word and passage reading. Fluency has been identified as an important

component of successful reading. As a result, in order to properly comprehend the text they

are reading, a student must develop automatism. (Spencer & Manis, 2012).

Furthermore, several fluency-based strategies have been reported to improve students'

reading abilities. Repeated reading is the most effective strategy for assisting students who

have difficulty with fluency and comprehension. The repeated reading assignment required

the student to reread a short passage a certain number of times or until a certain criterion was

met. (Samuels, 2014).

Thus, the researchers would like to determine the reading comprehension of Grade

8 SPED-C and BEP-G of Tupi National High School: Basis for Grafting Big Book as

Supplementary Material and be able to make some interventions in order to improve their

reading skills.

Statement of the Problem

This study aimed to determine the reading comprehension level of students

particularly to the Grade 8 SPED-C and BEP-G of Tupi National High School.

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of the Grade 8 SPED-C and BEP-G students in

terms of:

1.1 age,

1.2 gender,

1.3 ethnicity; and

1.4 last school attended?

2. What is the reading comprehension level of Grade 8 SPED-C and BEP-G students?

3. What intervention plan/program be proposed o address the problem?

Significance of the Study

This study will be significant to the students in encouraging them to value the

importance of reading as well as to improve their reading comprehension and to the people

around the community who are responsive about this study.

Parents This study can provide them with more knowledge and information

about how teachers of their children attempted to distribute their time

in order to improve the quality of their instructional time. Also, for

them to guide their children's studies.

Peers The peers will help the respondents to encourage their relatives or

friends not to give up knowing what type of modules they excel the

most and the least in order for them to accept how far their capacity

are.

Researcher The researchers will assist the respondents in learning everything

they can about their reading comprehension research. Also, to

provide them with additional literature that would serve as a

foundation for future studies based on the variables of the study.

Students Students will benefit the most from this study because it will teach

students the value of reading comprehension and help them improve

their reading skills. It is also expected to increase motivation to learn

English and rekindle self-confidence to improve reading

comprehension.

Teachers This study can give them more knowledge and information so that

they can promote the development of reading skills by providing

direct and explicit reading instruction that builds student mastery

through scaffolded instruction and incorporates universal design for

learning principles.

Definition of Terms

The following words were used in the study. To fully understand and clarify the

words in the study were defined conceptually and operationally.

BEP Students Operationally They are intended to meet basic

learning needs which provides the foundation on

which subsequent learning can be based.

Big Book Conceptually defined as a written material intended

to be read (Linde, 2017). Operationally defined as a

worksheet, instructions, and reading materials

prepared by the researchers.

Oral Reading Test Conceptually defined as a test used to quick

determine a student’s general reading level (Fry,

2013). Operationally defined as a test material in

which it will be read by the students.

Reading Comprehension Conceptually defined as the process in which

Information from the text and knowledge by the

reader act together to construct a meaning

(Kimberly, 2014). Operationally defined as using a

variety of reading strategies before, during, and after

a reading passage.

Reading Fluency Conceptually defined as the ability to read

accurately, smoothly and with expression (Hoffman,

2012). Operationally defines as how you can

recognize words automatically.

SPED Students Operationally and conceptually defined as a person

who enrolled to the school and a person who has a

disability.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides an overview of previous research on knowledge sharing and

intranets. This Includes Related Literature, Related Studies, Foreign Studies, Local Studies,

Research Gap Analysis, Theoretical Framework, Conceptual Framework.

Related Literature

Over the past decade, the literary education has seen a major shift in fluency’s role in

the literacy curriculum, moving from rarely encountered instructional component to one that

is often responsible for diving major instructional decisions. This shift is due, in part, to the

identification of fluency as one of the areas reviewed by National Reading Panel. According

to Fawson and Smith (2008) that it results from a border reconsideration of the role of oral

reading in development of skilled reading.

Moreover, Javed et al. (2015) conducted an exploratory study to develop Reading

Comprehension Modules to support ESL coaches in implementing effective reading abilities

of ESL learners to enhance the level of comprehension. In this instance, the findings indicated

that reading activities integrated with inferential and reorganization questions can help

students in enhancing their level of reading comprehension as it associates with the

prevalence of challenge and engagement in reading activity.

Swan (2015) determined the efficacy of reading strategies in improving

comprehension, and provided evidence that active learners tend to have a lower level of

performance in reading comprehension followed by pre- and- rereading activities based on

keyword strategy in reading, whereas visual, sensitive, and sequential learners performed in

this reading strategy. In this instance, Swan (2015) suggested that keyword strategy should be

integrated with reading strategy to enhance the extent of comprehension in students.

Similarly, Ness (2016) has enlightened the context of strategies that promote effective

reading in students and their effect on enhancing their level of reading comprehension, and

the findings suggest that teachers should adopt explicit teaching style in reading
comprehension during reading activities. Rastegar et al. (2017) have implied that

metacognitive reading strategies; mainly comprising of thinking about text and character,

rereading, intuitive pause during reading, notes taking and underlining important information

in text helps the students to engage in effective comprehension.

Ismail et al. (2015) proved that smart and apt reading strategies; that are mainly

comprised of inferences, reorganization and literal comprehension are highly effective in

improving comprehension in students. Moreover, these strategies are also found to increase

the motivation level of learners to engage in reading activity. Hence, pre-reading activities in

integration with smart and apt strategies can help low-achiever learners to practice and learn

comprehension in an effective manner. Moreover, Mousavian and Siahpoosh (2018)

enlightened the efficacy of pre-teaching vocabulary pre-questioning strategy to enhance

reading comprehension; and proved that effective reading strategies are an effective means to

support students in their academics’ students provided with effective reading strategies

outperformed the students who were not provided with any pre reading strategy during

comprehension activities.

This study was aimed at investigating whether or not there was a significant effect of

the implementation of Big Book as media on reading comprehension achievement of the fifth-

grade students. This study was conducted in SD Laboratorium Undiksha Singaraja in the form

of an experimental research with post-Test only Control Group Design. The population was

the fifth grade in which two classes were selected as the sample of the study. Then, the

samples were decided as the experimental group and control group by using lottery. The

experimental group was taught by using Big Book as media and the control group was taught

by using conventional media. The data were analyzed by using t-test through SPSS 17.0. The

result of the data analysis showed that students in experimental group performed better than

the students in the control group. It was proven by the result of the descriptive statistics that

showed the mean score of the experimental group was 85.51 while the mean score of the

control group was 75.56. The result of the t-test also showed that the value of Sig (2-tailed)
0.000 was less than 0.05. It can be concluded that there was a significant difference of reading

comprehension achievement between students treated with big book as media and those

treated using conventional media at fifth grade of elementary school in SD Laboratorium

Undiksha Singaraja.

Teaching reading comprehension for young learners becomes a challenge for English

teachers in Indonesia. Dealing with that problem, this study had a purpose to investigate

whether there was any significant effect on students’ reading comprehension taught by using

big book and conventional media or not. Post-test only control group was used as the design

with fourth grade students of SD Laboratorium Undiksha Singaraja as the population. The

data were analyzed descriptively and inferentially. As the result, it can be concluded that big

book gives significant effect on students reading comprehension compared with the control

group. It can be proven from the difference of mean score gained by experimental group

(83.56) and control group (76.19). The result of the t-test also shows that the t-observed

exceeded the t-critical value (4.088> 2.042).

This research aimed find out the effectiveness of using big story book project (BSBP)

in teaching reading comprehension and to know the advantages and the disadvantages of

using BSBP in teaching reading comprehension. The researcher applied pre-experimental

research design and consists of pre-test, treatment and post-test in order to find whether the

big story book project (BSBP) effective in teaching reading comprehension. The instruments

used in this research were reading test and questionnaire. The result from this research shows

that using big story book project (BSBP) in teaching reading comprehension is effective. It is

proved by the result that there is significant difference between the result of the students’

mean score in the pretest and the post-test. In the pre-test, the students’ mean score is (43.79)

and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller

than α (0.00< 0.05). On the other word, BSBP has advantages to the students if applied in

teaching and learning process, especially in reading subject.

Problems at the initial reading stage must be overcome so that students do not have

difficulty in reading. Efforts are made to overcome the problem of reading at the beginning of

grade I elementary school students by using big book learning media. This research aims to

know:(1) the use of the big book in reading learning begins. (2) student learning outcomes by

using big books in initial reading activities in Karangpatihan 3 Elementary School. This

research is qualitative research with a type of descriptive research. The study subjects were

students of class I SDN 3 Karangpatihan, totaling 23 people. Data collection techniques in the

form of tests and observations. The results showed an average score at the pretests of 75.43

and post-tests 80.65. Post-test results showed 13 students in the good category at 56.52% and

10 students in the good category with a percentage of 43.48%. Thus, it can be concluded that

the use of Big Book media positively influences the ability to read the beginning in 1 st-grade

students in Karangpatihan 3 Elementary School.

Since big book becomes one kind of tools which can facilitate students'

comprehension during reading stories activities conducted by teachers, this study aimed to

know the implementation of Big Book in improving students' reading comprehension of the

sixth-grade students. Descriptive Qualitative was used with the sixth-grade students as the

subject in this study. The instruments used in this study were a video recorder, teacher's diary,

and interview guide. The data were collected through observations and interviews. The result

of this study showed that the implementation of Big Book was very helpful for improving

students' reading comprehension.

This study aims to determine the effect of using big book on students' reading

comprehension in class. This research used a quantitative approach. The research design was

a pre-experimental one-group pretest-posttest design. Data collection techniques using tests

and observations. The data analysis techniques were validity, reliability, normality,

homogeneity, t-test, and N-gain tests. The subjects of this study were 26 students of grade 8

SPED C consisting of 6 females and 20 males and 31 students of BEP G consisting of 4

females and 27 males.

This research is intended to know how well the use of Big Book in improving

student’s reading comprehension of the eight grade students of Tupi NHS. The purpose of this

research is to help students to cope with their problem in reading comprehension using Big

Book. Students can comprehend the reading text. This research will be classroom action

research which will be conducted on the purpose to solve the problem that happened in the

classroom action and to improve the teaching learning process. The data of classroom action

research were collected through achievement test, field note and observation checklist. This

research will implement three cycles, namely: planning, observing and reflecting. The use of

Big Book in improving students reading comprehension can be seen in every meeting or

cycles that was observed by the researcher and his/her collaborator.

The objective of this study was to investigate the effect of pre-questioning and

students’ perception on teaching media towards students’ reading comprehension in Tupi

National High School. The students were in the relevant grade (eight grade) during a period

of three months in which this study will conducted. Data collections were conducted by

taking the test and distributing questionnaires. The data were processed and analyzed by using

statistic descriptive, normality test, linearity test, Multicorrineality test, and hypotheses test.

Statistic test uses t test and F test. The research shows that there is an effect of students pre-

questioning and students’ perception on teaching media altogether towards reading

comprehension with the regression analysis: = 34, 89+ 0,408 X 1–0.056 X 2. Whenever there

is a rise in the value of pre-questioning, there will be a rise in the level of students’ reading

comprehension of 0,408 and whenever there is an increase in the value of student’s perception

on teaching media, there will be a decrease in students’ reading comprehension for 0,056.

The objectives in this research were to know the result of students reading

comprehension ability by using online newspaper and to find out whether the use online

newspaper effective or not for teaching news item text. Students were given pretest and post-

test reading to control and experimental group. The population of this research is the tenth-

grade students of SMA N 6 Purworejo in the academic year 2013/2014.the sample of this
research is class X-4 as control group that consist of 32, and X-5 as experimental group that

consist of 32 students.

This quantitative study was aimed to find out whether there is a significant effect on

students’ achievement after applying reading aloud technique for students’ reading

comprehension of the second grade at SMP Negeri 8 Banda Aceh. The pre-experimental

research with one group pre-test post-test design was undertaken to see achievement of the

use of reading aloud technique. This research utilized pre-test and post-tests to collect the

data. The class VIII-5 of junior high school was chosen as the sample in this study to receive

treatment for three meetings. The data was then analyzed by using independent t-test. The

calculation showed that the post-test score is 45 was higher than the pre-test ‘score, it was 36

with the significant standard 0.030< 0.05. The result of the research showed that Detail

Information and Vocabulary aspects were increased slightly after being taught by using

reading aloud technique. Although the improvement only on those two aspects of reading, it

is still recommended this technique to be used in teaching reading.

A difficult reading material has become one of the student problems in

comprehending the text. The application of using Authentic Reading Materials is needed for

students. This research aims to know the effectiveness of using Authentic Reading Materials

towards the students reading comprehension mastery. This experimental research used

quantitative method and queasy experimental design. The sample used in this research is

Thirty students as experimental class and Twenty students as control class. The researcher

will use purposive sampling as technique sampling. Based on the result of T test formula, t

ratio is 4, 61 and t table is 2, 44. It means that t count> t table. The result of this research will

indicate that using Authentic Reading Materials is effective towards the students reading

comprehension mastery at the Eight grade of SPED-C and BEP-G students of Tupi NHS.

Related Studies
Reading comprehension is one of the most complex behaviors in which humans

engage. Reading theorists have grappled with how to comprehensively and meaningfully

portray reading comprehension and many different theoretical models have been proposed in

recent decades (McNamara & Magliano, 2009; Perfetti & Stafura, 2014). These models range

from broad theoretical models depicting the relationships and interactions among

comprehension subcomponents to models of specific comprehension processes. We review

different frameworks and models that have significantly impacted theory development,

reading comprehension research, and instruction.

One framework, the Simple View of Reading (SVR), posits that reading

comprehension is the product of word decoding and linguistic comprehension (Gough &

Tunmer, 1986). Across many languages, research has shown that reading comprehension can

be explained by individual differences in these two components, though the relative

relationship of the components changes over time (Catts, 2018). Early in development,

decoding is more closely associated with reading comprehension than linguistic competence,

but once decoding is mastered, linguistic comprehension becomes a better predictor of

reading comprehension (e.g., Catts, Adlof, & Weismer, 2005). The SVR has been useful to

researchers and practitioners by providing a framework for understanding different profiles of

struggling readers including students who struggle primarily due to word-level problems (i.e.,

dyslexic), comprehension issues (i.e., poor comprehender), or both (i.e., garden variety poor

reader). As useful as the model has been, it does not explicate the subcomponents of language

or cognitive processes that underlie reading comprehension (Catts, 2018).

Foreign Studies

Examining the reading and cognitive profiles of students with significant reading

comprehension difficulties Philip Capin, Eunsoo Cho, Jeremy Miciak, Greg Roberts, Sharon

Vaughn Learning Disability Quarterly 44 (3), 183-196, 2021 This study investigated the word

reading and listening comprehension difficulties of fourth-grade students with significant

reading comprehension deficits and the cognitive difficulties that underlie these weaknesses.

Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who

scored below the 16th percentile on a measure of reading comprehension into subgroups

based on their performance in word reading (WR) and listening comprehension (LC). Three

latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%),

(b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC

with moderate WR difficulties (4%). Analyses examining the associations between cognitive

attributes and group membership indicated students with lower performance on cognitive

predictors were more likely to be in a severe subgroup. Implications for educators targeting

improved reading performance for upper elementary students with significant reading

difficulties were discussed.

Local Studies

Business leaders and education experts have largely recognized that education in the

Philippines has been facing a lot of difficulties, and the coronavirus pandemic has

exacerbated such difficulties as schools adopted distanced or ‘blended’ learning in the past

two years. The consensus has been that the Philippines — and the world in general — has

been facing a “learning crisis,” and it is hoped that the new administration will exert great

effort in resolving this another crisis in the country as face-to-face classes have resumed.

To recall, the most recent results of the Program for International Student Assessment

(PISA) conducted by the Organization for Economic Cooperation and Development (OECD)

showed that 15-year-old students in the Philippines scored lower in reading, mathematics, and

science than those in most of the countries and economies that participated in the survey back

in 2018.

The Philippines scored the lowest in reading comprehension with a mean score of 340

points, below the survey average of 487 points; while it was the second-lowest in Science at

357 and in Math at 353, below the average of 489 points in both subjects.
Interpreting the findings in context, OECD notes that expenditure per student in the

Philippines was the lowest amongst all PISA-participating countries, and the expenditure was

90% lower than the OECD average. “By comparison, expenditure per student in Indonesia

was 83% lower than the OECD average and students there outperformed students in the

Philippines, although their scores were still lower than those of students in between 66 and 70

other countries/economies,” the PISA report added.

The government should prioritize programs and interventions that would improve

Filipino learners’ proficiency in reading, amid the celebration of National Book Week from

Nov. 24 to 30, Sen. Sherwin Gatchalian (2022). The senator recalled that even before the

COVID-19 pandemic struck, international large-scale assessments showed that the country’s

learners were already struggling to meet the minimum required proficiency in reading.

“Reading is one of the foundations that we must strengthen in our youth and students. Now

we need to focus more on their reading, especially since the pandemic has worsened the

problem in our education sector.

In the 2018 Program for International Student Assessment (PISA), the Philippines

scored lowest in Reading out of 79 countries that participated. Results of the PISA further

showed that only one out of five Filipino learners aged 15 achieved at least the minimum

proficiency level in Overall Reading Literacy. Results of the 2019 Southeast Asia Primary

Learning Metrics, on the other hand, showed that only 10% of the country’s Grade 5 learners

achieved the minimum proficiency at the end of primary education. The World Bank also

estimated that as of June 2022, learning poverty in the Philippines is 90.9%. Learning poverty

is defined as the percentage of ten-year-old children who cannot read or understand a simple

story.

Research Gap Analysis

This study examined the reading and cognitive profiles of fourth-grade students with

significant reading comprehension difficulties. Latent profile analysis was used to classify a

sample of 446 students into three latent profiles: moderate deficits in both WR and LC of
similar severity (91%), severe deficit in WR paired with moderate LC deficit (5%), and

severe deficit in LC with moderate WR difficulties (4%). Implications for educators targeting

improved reading performance for upper elementary students with significant reading

difficulties were discussed. The most recent results of the Program for International Student

Assessment (PISA) conducted by the Organization for Economic Cooperation and

Development (OECD) showed that 15-year-old students in the Philippines scored lower in

reading, mathematics, and science than those in most of the countries and economies that

participated in the survey back in 2018. OECD notes that expenditure per student in the

Philippines was the lowest amongst all PISA-participating countries, and the expenditure was

90% lower than the OECD average. The government should prioritize programs and

interventions to improve Filipino learners’ proficiency in reading, as the pandemic has

worsened the problem in the education sector.

Theoretical Framework

Theories of Reading According to Vygotsky (1978), learning is a social process; thus,

classrooms must represent social places. The best classroom environment for struggling

readers is one where they can think and talk aloud with their classmates and the teacher about

their ideas and questions, (Tankersley, 2005, p.18).

It is not simply a matter of applying decoding conventions and grammatical

knowledge to the text. Good readers are able to relate text and their own background

knowledge efficiently. The schema theory relates primarily to comprehension, as learners

activate both knowledge of the reading topic, and knowledge of the way language works. For

example, as children read, they begin to develop an understanding of basic sentence structure,

which will help with decoding new texts. Jean Piaget's theory of cognitive development,

according to Sosnowski, may also be applied to the process of reading instruction. Piaget's

theory relies on the idea that learning is constructed by both the learner and the instructor. The
theory stresses assimilation of material and eventual equilibrium of the new material in the

learner's long-term memory.

The ‘Dual Route’ theory, developed in 2001, shows that as we read, we recognize

words that are already stored in our long-term memory but when we encounter new words,

we revert to the sounding out (phonological) strategy. As children develop their reading, they

access more and more words automatically. This aligns with cognitive load theory, which

proposes that there is a limit to how much information the working memory can hold at any

one time. Good readers who have automatic recognition of words stored in long term memory

can attend to comprehension, whilst poor readers who struggle with decoding and

comprehension might experience cognitive overload. The process of transferring knowledge

from short term memory to long term memory is one of repeated practice and rehearsal.

Whether automatic word recognition is a process of retrieving whole words from long term

memory or, a lightening-speed process of mapping sounds/letters, is unclear at present.

Conceptual Framework

The conceptual framework that will used is the Input- Process- Output (IPO) model.

The IPO model shows the process as series of boxes connected by inputs and outputs. The

first section is to survey the reading fluency of Grade8 SPED-C and BEP-G students using

big books that are adapted from an author. On the other side, the process that will be used is

through assessing the level of fluency of a student how fast or slow they read. And as a result,

it will determine the accurate type of big books that can be crafted for the students.

INPUT PROCESS OUTPUT

Phil-Iri results Retrieved data from the Crafting of Big Big
adviser survey. book as supplementary
Reading comprehension material
result
Figure 1 Paradigm of the Study

Chapter 3

RESEARCH METHODOLOGY
This chapter deals with the methods involved in study employed. This includes the

Research Design, Respondents of The Study, Sampling Procedure, Research Instrument, Data

Gathering Procedures, Locale Of The Study, Research Ethical Consideration.

Research Design

This chapter will be using the Evaluative-Developmental design. Data will be

gathered through self-made questionnaire about the Level of Reading Comprehension of

grade 8 SPED C and BEP G students of Tupi National High School.

Evaluative-Developmental supports innovation development to guide adaptation to

emergent and dynamic realities in complex environments. A complex system is characterized

by a large number of interacting and interdependent elements in which there is no central

control. Patterns of change emerge from rapid, real-time interactions that generate learning,

evolution, and development – if one is paying attention and knows how to observe and

capture the important and emergent patterns (Patton,2010)

Quantitative research uses methods that allow the measurement of the variables

within a collection of people of groups and resulting in data subjected to statistical analysis.

Quantitative research is conducted using collected statistical data in the form of surveys,
questionnaires, interviews, and experiments, which are designed to determine the opinion of

people of trends in the society (Witt, 2001)

Respondents of the Study

The respondents of this study will be the 8 SPED-C and BEP-G learners enrolled for

the school year 2022-2023. There are 64 students who were enrolled in these sections. they

are categorized as SPED C learners where they are part of the inclusive education who has

learning disabilities while BEP G learners were the product of two years distance learning

where they were categorized as non-readers.

Furthermore, the Teacher and admin will be Part of the research respondents.

Sampling Procedure

This study will use complete enumeration purposive sampling procedure, also known

as total population sampling technique. It is a non-probability technique which aims to select

samples based on characters of a population and the objective of the study. The researchers

used this sampling procedure since the population sample intended to be studied has been

identified as a single population. Specifically, 24 students of grade 8 SPED C and 40 students

of BEP G of Tupi National High School will be used as population sample. This sampling

method relies on the data collection from the population members who were conveniently

available to participate in the research. It involved getting the participants wherever the

researcher could find them and, typically, wherever was convenient (Saunders, Lewis &

Thornhill, 2012).

For the other respondents, such as the School Administrators, and SPED and BEP

Teachers the researcher will use complete enumeration as a sampling procedure.

Table 1 below displays the distribution of respondents.

Table 1
Distribution of Respondents
Respondents Number of Respondents

School Administrators 2

SPED and BEP Teachers 16

Total 18

SPED C Students 24

BEP G Students 40

Total Number of Respondents 82

Research Instrument

Questionnaire is one of the most widely used tools to collect data in especially social

science research. The main objective of the questionnaire in research is to obtain relevant

information in the most reliable and valid manner.

A 'questionnaire' is the instrument for collecting the primary data (Cohen, 2013).

'Primary data' by extension is data that would not otherwise exist if it were not for the

research process and is collected through both questionnaires or interviews, which we discuss

here today (O'Leary, 2014).

Data Gathering Procedures

Before the collection of the data needed for the study first, a letter asking the approval

of the school principal for the researcher to conduct the investigation was sent. Upon the

permission to do the research was granted, the researcher performed the following phases:

Phase I: Adopting the Phil IRI Test

First, the researcher will conduct a survey to know the total population of the

respondents of the study.

Phase II: Reproduction of Phil IRI Test

This study will employ the complete enumeration purposive sampling technique, also

known as total population sampling. It is a non-probability technique for selecting samples

based on population characteristics and the study's objectives. As the population sample to be

studied will be identified as a single population, the researchers will use this sampling

procedure. A population sample of 35 students from Tupi National High School's Grade 7

SPED C will be used.

Phase III: Conduct of the Study

The researchers will administer reading tests prepared by the researchers to Grade 8

SPED C and BEP G students at Tupi National High School.

Phase IV: Data Analysis

The researchers will examine the information gathered from the respondents. The

data that has been analyzed will be used to draw conclusions and make recommendations.

This conclusion can be used in the creation of a reading module.

Phase V. Crafting of Big Books

Locale of the Study

This study will be conducted in one of the public secondary school of the

municipality of Tupi, South Cotabato; Tupi National High School specifically in Junior High

School department. Tupi National High School is a public national high school established in

1966. Tupi National High School Have a Motto: Go Tupi NHS Students and Graduates, Take

the Lead! Tupi NHS is Established In 1966 The Tupi National High school changed its name

from Tupi Barangay High School when it was converted to a National High School in 1985

through Parliamentary Bill No. 5750. In 2009, its annex in Barangay Cebuano was separated
into an independent national high school called Cebuano National High school through

Republic Act 9767.

Research Ethical Considerations

Permission will be obtained from the School Administrator at Tupi National High

School to conduct this study on “The Level of Reading Comprehension of Grade 8 SPED C

and BEP G students of Tupi National High school: Basis for Grafting Big Book as

Supplementary Material” The consenting respondents participating in this will be at minimal

risk. However, participants will not be forced to do things against their will, participants will

be fully informed about the study’s purpose, procedures, potential risks and benefits, and

secure privacy and confidentiality of the study participants, Special care will be taken to

protect the rights and welfare of vulnerable populations, such as children, pregnant women,

and individuals with cognitive or mental disabilities, Steps will be taken to minimize harm to

study participants, both physical and psychological.

References

Bendak, L. (2018). Effects of Applying Repeated Readings Method, Reading

Fluency and Passage Comprehension of slow learners. World Family
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Bengeny (2010). What is Reading Fluency? Retrieved from

https://studymoose.com/reading-fluency-essay

Dr. Kimberly (2014). 9 Definition of Reading Comprehension. Retrieved from

http://www.mathgenie.com/blog/importance-of-reading-comprehension

Fawson (2008). Aligning Theory and Assessment of Reading Fluency:

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