TABLE OF CONTENTS

Title Page i

Acknowledgement ii

Approval Sheet iii

Table of Contents iv

Introduction 1-2

Abstract 3

Statement of the Problem 4

Scope and Limitations of the Study 5-7

Statement of the Purpose 8-9

Significance of the Study 10-11

Review of Related Literature 12-14

Methodology 15-18

Conceptual Framework 19-20

Definition of Terms 21

Presentation, Analysis and Interpretation

of Data 22-33

Conclusion 34-35
 Recommendations 36-37

Appendices v

List of References vi

Appendices

Reading Beliefs Inventory RBI

Name: ____________________________ Section: _______________________
Directions: Listed below are statements about what people do when they
read academic or school-related materials such as textbooks or library
books. Five numbers follow each statement (1, 2, 3, 4, 5), and each
number means the following:

1 means I never or almost never do this.

2 means I do this only occasionally.
3 means I sometimes do this. (about 59% of the time)
4 means I usually do this.
5 means I always or almost always do this.

After reading each statement, circle the number (1, 2, 3, 4, 5) that

applies to you using the same scale provided. Please note that there
is no right or wrong answer to each and every of the statements in
this inventory.

(1) I believe that it is important to predict what will happen while

reading a story.
1 2 3 4 5
(2) When I read, I should simply get the information from the reading
passage.
1 2 3 4 5
(3) For me, the main purpose of reading is to learn new information.
1 2 3 4 5
(4) When I read, it is important to imagine how I would feel if I were
the character.
1 2 3 4 5
(5) Books can have different meanings for different people.
1 2 3 4 5
(6) I believe that most books mean exactly what they say.
1 2 3 4 5
(7) It is important to think about the authors reasons for writing the
book.
 1 2 3 4 5
(8) When I think about a book, I should try to stick to what the
author says.
1 2 3 4 5
(9) When I read, I should focus on how I feel about the information as
much as on what I learn.
1 2 3 4 5
(10) It is important to judge whether the behavior of the characters
is good or bad.
1 2 3 4 5
(11) When I read, it is important to think about what the author
says I should learn.
1 2 3 4 5
(12) Knowing what the characters did in a story is usually enough to
understand the story.
1 2 3 4 5
(13) When I read, I should think about why the characters did things.
1 2 3 4 5
(14) When I read, it is important to think about what I want from the
book.
1 2 3 4 5
(15) I believe that it is easier to understand a reading passage if
we memorize some of the
information in it.
1 2 3 4 5

References

Kara-Soteriou, J. 2007. Exploring students beliefs about

reading. Academic Exchange Quarterly. Retrieved Nov. 6,
2015 from http://findarticles.com/p/articles/mi_hb3325/is_2_11/ai_n29397989/.
Luistro, Armin A.,FSC. 2015. ASSESSMENT OF REASING IN PUBLIC
ELEMENTARY SCHOOLS. DepEd Memorandum No.143, s.2012.
Luz, Juan Miguel. 2007. A nation of nonreaders. iREPORT. JUNE
2007(Literature and Literacy).
Microsoft Encarta 2009. 1993-2008 Microsoft Corporation.
National Reading Panel. 2000. The National reading Panel
Report, Teaching Children to Read. Washington DC: US
Department of Health and Human Services, Public Health
Service, National Institute of Child Health and Human
Development.
 Paris, Scott. 1990. Promoting Metacognition and Motivation of
Exceptional Children. Remedial and Speech Education (Nov.-
Dec.): 7-15.

Snow, C.E., & Biancarosa, G. 2003. Adolescent literacy and the

achievement gap: What do we know and where do we go from
here? New York: Carnegie Corporation of New York.
Retrieved November 5, 2015 at
www.carnegie.org/literacy/pdf/ALFF1.pdf.

Stevens, Robert, Robert E. Slavin and Anna Marie Farnish.

1991. The Effects of Cooperativel Learning And Direct
Instruction in Reading Comprehension Strategies on Main
Idea Identification. Journal of Educational Psychology 83
(March): 8.

Vygotsky, L.S. 1978. Mind in society: The development of

higher psychological processes. Cambridge, MA: Harvard
University Press.
Wikipedia.Org. 2015. The Definition of Reading. Retrieved Nov.
22, 2015 from http://en.wikipedia.org/wiki/Reading_%28process%29.
Wikipedia.Org. 2015. The Definition of Reading Comprehension.
Retrieved December 22, 2015 from
http://en.wikipedia.org/wiki/Reading_comprehension

Ho= pre-test and posttest performances Ha= pre-test and posttest performances
differ significantly do not differ significantly
PRE-TEST POSTTEST
n=42,x=183,x2=939,1=4.36,S1=1.84 n=42,x=306,x2=2368,2=7.29,S2=1.82

X(Pre-Test) X(Post-test) Zx Zy ZxZy

5 7 0.347826 -0.15934 -0.05542

3 7 -0.73913 -0.15934 0.117773
2 8 -1.28261 0.39011 -0.50036
3 3 -0.73913 -2.35714 1.742233
5 9 0.347826 0.93956 0.326803
4 3 -0.19565 -2.35714 0.461174
7 7 1.434783 -0.15934 -0.22862 +0.38 this correlation
6 9 0.891304 0.93956 0.837434 does not necessarily
6 9 0.891304 0.93956 0.837434 indicate causation. It does
6 9 0.891304 0.93956 0.837434 not necessarily mean that
7 9 1.434783 0.93956 1.348065 changes in one variable are
5 6 0.347826 -0.70879 -0.24654 caused by changes in the
3 6 -0.73913 -0.70879 other variable.
0.523888
7 9 1.434783 0.93956 1.348065 In the given result, we
6 9 0.891304 0.93956 0.837434 found a correlation of
5 9 0.347826 0.93956 0.326803 +0.38 between scores in
4 8 -0.19565 0.39011 -0.07633 the test. This tells us that
4 10 -0.19565 1.489011 -0.29133 we cannot say that a high
1 6 -1.82609 -0.70879 1.294314 performance one test
4 10 -0.19565 1.489011 -0.29133 causes a high performance
3 3 -0.73913 -2.35714 1.742233 on the other.
3 5 -0.73913 -1.25824 0.930003
The Pearsons r, in this
2 8 -1.28261 0.39011 -0.50036
situation, indicates a
3 9 -0.73913 0.93956 -0.69446
moderate positive
6 8 0.891304 0.39011 0.347707
association or very little
7 9 1.434783 0.93956 1.348065
correlation between the
3 9 -0.73913 0.93956 -0.69446
test scores, which means
3 5 -0.73913 -1.25824 0.930003
that pre/post-test scores
7 6 1.434783 -0.70879 -1.01696 differ significantly.
4 8 -0.19565 0.39011 -0.07633
4 6 -0.19565 -0.70879 0.138675
0 7 -2.36957 -0.15934 0.377567
5 8 0.347826 0.39011 0.13569
5 8 0.347826 0.39011 0.13569
3 6 -0.73913 -0.70879 0.523888
5 7 0.347826 -0.15934 -0.05542
5 5 0.347826 -1.25824 -0.43765
1 5 -1.82609 -1.25824 2.297659
7 8 1.434783 0.39011 0.559723
7 8 1.434783 0.39011 0.559723
2 7 -1.28261 -0.15934 0.204371
5 8 0.347826 0.39011 0.13569
zxzy = 16.04
Pearsons r = zxzy/42 = 0.381905