Cognitive Skills and Reading Comprehension across Disciplines

Josefina M. Tabudlong, Ruben L. Abucayon, Honey Swiert Y. Larayos and Nasphia A. Malawani
Mindanao State University- Iligan Institute of Technology, Philippines
Abstract. This study traced the relationship between the performance in the levels of reading
comprehension and the respondents profile as well as validated the idea that reading comprehension is totally
dependent to the strength of the cognitive foundation of the respondents in their early years of cognitive
development.
The study employed a purposive sampling design which had 164 grade four pupils coming from Sergeant
Miguel Canoy Memorial Central School as the respondents. There were three sets of profile questionnaire
employed by the researchers: (1) Study Habits, (2) Reading Interest and (3) Monthly Family Income and
Parents Highest Educational Attainment. The third profile questionnaire was answered by the respondents
parents. Two sets of test were also conducted by the researchers on the spot. The first test was a 34 item
cognitive test and the other was a 20 item reading comprehension test.
The result of the study proved that indeed there is a significant relationship between the three variables stated
above. Furthermore it illustrated a strong relationship between the respondents performance in the cognitive
and reading comprehension test. There was high consistency in the respondents performance in the two tests.
In addition, the profile also played a significant part on the reading comprehension performance of the
respondents. It also further revealed that the respondents were good in the application level but performed
poorly in all other cognitive levels.
Overall, the study was able to prove that cognitive domain strength and efficiency correlate directly with
students ease of learning to read and getting the appropriate meaning of what they read. Therefore, strong
reading comprehension skills can be now viewed as totally dependent on the strength of the cognitive
foundation established in the early years. For many struggling students, successful reading comprehension
means a return to the fundamental tools that support the cognitive foundation.
Keywords: Reading Comprehension, Cognitive Skills, Cognitive foundation, Cognitive development
1. Introduction
A great number of Filipinos which sadly includes teachers and learners failed to really grasp the total
effect of reading in their day to day lives. Philippines brag about having the highest literacy rate in Southeast
Asia and yet the country cannot overcome the increasing number of alliterate Filipinos specially those who
fail when it comes to understanding what they read. How can the researchers prove their claim? The gradual
decrease of the countrys performance in Math, Science and English compared to sister countries in Asia, has
been stated in the news in Philippine Daily Inquirer dated June 8, 2002 wherein in 38 countries, Philippines
ranked 36th. In the local scope Iligan posted 49% or the lowest in the National Achievement Test (NAT) in
Northern Mindanao and third from the bottom in Mindanao (Gloria, 2010). This is a great manifestation of
such domino effect of reading and understanding what is being read among readers.
The reasons for failure in reading are many. One of which is the failure to develop the cognitive skills of
the readers. Some children have inferior learning capacity, poor memory and attention spans, defective
vision or hearing. Some have narrow recognition spans, inadequate recognition skills, and insufficient
knowledge of phonics as stated by Smith and Dechant (1961 as cited by Arab in 2009) while others are
mainly knowledge readers.
2. Aim of the Study


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2012 International Conference on Education and Management Innovation
IPEDR vol.30 (2012) (2012) IACSIT Press, Singapore
This study aims to validate the relationship between cognitive skills and levels of reading comprehension
of the respondents. The end goal of this study is to prove that indeed there is a high correlation between
cognitive foundation and reading comprehension. More specifically, it seeks to answer the following
questions:
Is there a significant relationship between the respondents profile and their reading comprehension?
Is there a significant relationship between the respondents performance in the test for cognitive
skills and their reading comprehension?
3. Method Used
This study used the descriptive-correlation design method and utilized the purposive sampling design. In
gathering the data, three research instruments were used: the Respondents Profile Questionnaire; Cognitive
Skills Test; and the Reading Comprehension Test. The following statistical tools were employed in this study:
Percentage. This was used to summarize the profile of the respondents.
Weighted Mean. This was used to determine the average performance of the respondents in
cognitive skills and reading comprehension.
Pearson Product Moment Correlation at =0.05. This statistical tool was used to determine the
relationship between respondents profile, cognitive skills and reading comprehension level.
ANOVA (Application of Analysis of Variance). This was used to determine the existence, or
absence of a statistically significant difference among the reading comprehension performance of
the respondents with respect to their parents educational attainment.
CHI Square Test for Independence at =0.05. The chi-square (I) test was used to determine
whether there is a significant difference between the expected frequencies and the observed
frequencies in one or more categories.
4. Findings
Between mothers highest educational attainment and respondents performance in reading
comprehension, result shows that at a significance level equal to 0.000, the Pearson correlation value equal to
0.401 was highly significant. Also, between fathers highest educational attainment and respondents
performance in reading comprehension, the same result shows that at the significance level equal to 0.000,
the Pearson correlation value equal to 0.303 was also highly significant. This means that parents educational
attainment is strongly related to childrens performance in reading comprehension.
The result is further supported with Smiths statement (1992, as cited from Wu, 2001) if the parents are
educated, most of them would be able to guide their children and support them with their learning needs
because they know how important education and knowledge is in a persons life.
Respondents who study in a quiet place have a better reading comprehension performance than those
who dont as proved by its Chi-Square value of 11.663 which is strongly significant at the level of 0.003.
The secret therefore in the quiet place is in the focus it allows, so that you can painstakingly and
systematically begin to understand and digest information which you need. The calmness of the environment
will be the calmness of your mind; the true learning can take place as things are assimilated into our minds a
lot more easily. You can concentrate studying in a quiet place (Robert Todd Carro,).
Respondents who read books everyday have a better reading comprehension performance than those who
do not as proved by its Chi-Square value of 6.725 which is significant at the level of 0.035.
It is extraordinary how peoples mind can be expanded by reading. Valentine (2001) states, Reading
books expand your knowledge, introduces us to new ideas and may even improve our writing skills. It also
helps people become more imaginative and allows one to understand other people point of view.
There is a significant positive relationship between the respondents performances in the test for
cognitive skills and their reading comprehension as evidenced by the Pearson correlation value of 0.472 with
the p-value of 0.000 which is highly significant at the 0.01 level. It means that those respondents who were
high scorers in the cognitive skills test continued to be high scorers in the reading comprehension test, those
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who were middle scorers in the cognitive skills test continued to be middle scorers in the reading
comprehension test and those who were low scorers in the cognitive skills test continued to be low scorers in
the reading comprehension test. Meaning, there is high consistency in the respondents performances in the
two tests.
This result would now prove the contention that the cognitive level or skills of readers would greatly
affect their reading comprehension performance. Cognitive domain strength and efficiency correlate directly
with students ease of learning to read and getting the appropriate meaning of what they read.
This claim is sufficiently proven true by Aulls in his study for Global Reading Skills and Sub skills in
1982 and supported by other reading theorists Otto and Chester (1976) and Rubin (1982) as cited by De
(2005). Even the factors that influence the development of an emergent reader traces back to the cognitive
aspect. This is represented by the studies of Morrow in 2005, Vygotsky in 1986, Durkin in 1975 and Piaget
in 1969. Therefore, strong reading comprehension skills are now viewed as totally dependent on the strength
of the cognitive foundation established in the early years. For many struggling students, successful reading
comprehension means a return to the fundamental tools that support the cognitive foundation.
5. References
[1] Arab, Ouided (2009). Enhancing Reading Speed for Comprehension in EFL Classes: The Case of First Year
LMD Students, University of Constantine. Unpublished Thesis, University of Constantine.
[2] Gloria, V. (2010). Iligans Education Woes: It Takes a Village to Teach a Child. Retrieved Nov. 9, 2011, from
Manila News. http://www.mindanews.com/top-stories/2010/06/20/iligans-education-woes-it-takes-a-village-to-
teach-a-child
[3] Valbuena, B. (2002, June 8). The Down Grading of the Science Education. Philippine Daily Inquirer, page 10.
[4] Valentine (2001). The Benefits of Reading. Retrieved June 23, 2011, from Example Essays.
www.exampleessays.com/viewpaper/17805.html
[5] Wu, Chang Chung (2002). Reading Comprehension Difficulties in English of the Grade V Pupils of Lanao Chung
Hua School Iligan City, S.Y. 2000-2001. Unpublished Masteral Thesis, Mindanao State University Iligan
Institute of Technology.
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