CHAPTER 1 Comprehension Skills of Grade III pupils of Casalsagan Elementary School Chapter 1 has five parts: (1) Background

and theoretical framework of the study. (2) Statement of the problem and the hypothesis (3) Significance of the study (4) Definition of terms (5) delimitations of the study. Background and the theoretical Framework of the study. Comprehension places a vital role that can be considered as the most important single factor behind the success or failure of the child in school. Thus, a good comprehension plus enough intelligence are prerequisite to good understanding. For effective one understands of the meaning of what is read is of vital importance. This consequently means that a pupil success in his understanding in his lesson depends on his competence to group the meaning of the concept presented in the instructional medium. Comprehension skills must be developing within a child for them to have throughout analysis and interpretation of known information as a prerequisite to good understanding. Comprehension is a skill in making individual words to construct useful ideas as they are read in context. Comprehension requires the fusion of meaning of separate words into a chain of related ideas. On the literal level, ones read to understand the passage its main thought, specific details, sequence and directions to be followed. The implied level involves making inferences, sensing relationship, drawing conclusions and recognizing the authors purpose, tore and feeling. These skills help the reader to grasp the total meaning of the passage. Recognition of the word is not the ultimate goal in reading. Without comprehension, reading is mere verbalism. In beginning reading, the printed word is associated with the spoken until the child can make the same physical, emotional and mental responses to the written word that he previously made to the spoken word. A basic word recognition skill is the ability to associate the sound (spoken word) with the visual stimulus (the written word). This recognition process is of course, fundamental to reading, but is the only first step. Yoakam describes comprehension as follows: Comprehensively reading matter involve the correct association of meaning which are suggested in context, the selection of the correct meaning, the organization of ideas as they are read, the retention of the ideas, and their use in some present or future activity. Salazar states that the comprehension encompasses all reading skills. It begins with word perception, recognition, and understanding and makes use of study or location or research skills. Comprehension is he meaning by which appreciation skills are gained. In the words of Pionda (1992), comprehension is an interactive and interpretive process. This means that no text is considered separate from the reader because there is indeed an interaction taking place between the discourse being processed and the comprehender processing it. Thus, comprehension is an active process where meaning is not given ready made to the reader. Meaning does not reside on the text but is seated by the readers from clue provided by the writer.

Johnson, m.s. (1981), a noted linguist, has captured the essence of comprehension in this metaphor. Comprehension is building bridges between the new and the known underneath this metaphor lays the rich and the complex process of teaching comprehension. In reading to understand and to comprehend, one should bear in mind that everyone ought to learn to read well enough to 1.) Gain accurate information and ideas, 2.) Recognize the organization and the style of what it is reading, 3.) Interpret what he is reading in terms of his own experiences, and 4.) Analyze and evaluate what he is reading. Comprehension takes place when there is communication between the author and the reader or there is understanding of what the author has written. Levels of reading comprehension involve literal, inferential and critical skills. Reading in the literal levels requires remembering or recalling facts explicitly or directly found in the material read. Inferential reading adding requires the reader to look for implied information in the selection. Critical reading takes place when the reader evaluates the materials read and gives judgments or onions on ideas read using his prior knowledge or background, experience in relation to the information read (Hittleman 1978). At all grade levels, reading and comprehension should serve to develop comprehension: Bond and Associates (1983) and Singer (1985) argue that the main strategy for developing or teaching comprehension is to ask pupils questions before, during and after the reading. Dallman and associates (1982) say that questions related to teachers and pupils can serve as one of the influential single teaching activities. Not only do questions set and clarify a purpose for reading, but they also help determine what the pupils read, how they read, and what they get out of reading. Reading comprehension refers to the English reading ability of the selection they were reading. Teaching strategies in reading are based on the philosophy and theories regarding the meaning, nature and structure of reading. It enables man to ponder the mysteries of the world, explore accumulated knowledge and contemplate to unknown. From this search, he begins to uncover some answers to questions, he stimulated to raise more questions and to continue his pursuit for deeper understanding. According to Webster Comprehension is the act of grasping the meaning, significance, or the nature of an idea with intellect and specifies understanding as its closest synonym. Reading and thinking therefore cannot be separated; thinking in integral to reading. There can be no true reading without thinking, All reading begins with the recognition of words, but it should not stop there. The reader must annunciate some meaning to words, clauses, sentences and paragraphs and derive from their relationships that the writer means by what he is saying. Almost simultaneously, recall of previous related knowledge and experiences comes with his own understanding, insight and or opinion. Reading comprehension, therefore is, the result of an interaction between the text and the reader. It primarily depends on the readers skills on recognizing printed symbols and words. Comprehension also means combining the readers background experience or prior knowledge with the new text information within the context of the reading situation. Ones ability to comprehend, therefore, ranges from reproducing the explicitly state ideas in the text to produce mental constructs with creativity and read originality.

Pecasio ( 1981) comments as comments as cited by Soldivilla P.J. (2002) in his study, Reading Comprehension Skills among Fourth Year High School Students on the ability of the students to read and comprehension lectures and assigned readings. He states that the students can hardly express themselves orally and in writing. Much work is on remedial and repetitive in nature which is frustrating to the teachers and unmotivating to the students. He commented further that great responsibility lies on the teacher on her choice of approach to develop comprehension among his/her students. Conceptual Framework Schema Theory as cited by Palma (2005) defines reading comprehension of organizes knowledge that one already has about people, places, things and event. This involves interaction between the readers own knowledge and the text, which result in comprehension. In attempting to comprehend reading materials, students can relate this new information to existing information they have compartmentalized in their minds, adding it to his files for future use. This study is based on the beliefs that the students performance in other subject area most especially in comprehension level. Validate this belief this study conducted. In view of the afore-mentioned ideas and concepts, the study made use the following framework. Paradigm of the Study Independent Variables Dependent Variables

Gender Figure 1. The Paradigm Showing the Relationship

Reading Comprehension Skills

Statement of the Problem and the Hypothesis This descriptive study aims to determine the reading comprehension skills of grade III pupils of Casalsagan Elementary School for school year 2010-2011. Specifically, the study sought to answer the following questions. 1. What is the reading comprehension skill among grade ii pupils when taken as a whole, and when classified as to gender? 2. Is there a significant difference in the level of reading comprehension skills among grade III pupils when classified as to gender? In view of the preceding problem the following were hypothesized: 1. There is no significant difference in the level of reading comprehension skills among grade III pupils when classified as to gender. Significance of the Study

Reading with comprehension what is read are necessary for one to become a functional, literate and useful. They are the keys that unlocked the doors of the world of enlightenment. This study was conducted to determine the level of comprehension skills among grade III pupil of Casalsagan Elementary School S.Y. 2010-2011. The result of the study can further benefit the following: 1. Curriculum Planners- shed light of curriculum planners in preparing the reading program to cope with the reading comprehension difficulty encountered by some pupils. 2. Teachers- the teachers will be guided according to the choice of method and approach in teaching the pupils as well as in assigning classroom activities. 3. Parents- the parents would be aware of the level of comprehension of their children as such they can motivate and help their children to read different kinds of reading materials to develop their comprehension skills. 4. Pupils- the pupils should be aware of the various techniques in reading effectively through structural analysis and context clues. For the purpose of clarity and understanding the following terms are define conceptually and operationally. Comprehension- refers to the act of understanding the meaning of printed or spoken language as contrasted with the ability to perceive and pronounce word without reference to their meaning (Good, 1959) Comprehension in this study, referred to the ability of the child to understand the written text exercise in English. Gender- refers gender either of two division of organism distinguished respectively as make or female , the sum of structural, functional and behavioral characteristics of living things that sub serve reproduction by two interacting parents and that distinguished males and females as sexually motivated phenomena or behavior (Webster, 1986). Gender is this study, referred to the male or female classification of the grade three pupils at Casalsagan Elementary School. Skills, Comprehension- those activities involves in understanding the printed page, such as ability to find the main point and supporting; to follow a sequence, to anticipate events, to follow direction, and to draw an inference. (Dictionary of education pg. 537) Frustration- refers to a deep choice sense of insecurity discouragement, and dissatisfaction arising from thawed desires, inner conflict, or other unsolved problem (Webster Third New International Dictionary) Frustration, in this study, referred to the reading level of the pupils of Casalsagan Elementary School. Independent- refers to not looking to others for ones opinion or for the guidance of once conduct. (Webster Dictionary, 1999)

Independent, in this study, referred to the reading level of grade III pupils of Casalsagan Elementary School that they can read independently and with ease without help or guidance as a teacher. Instructional- refers to containing or conveying instructional or information. (Webster Third New International Dictionary) Instructional, in this study, referred to the reading comprehension level of grade III pupils of Casalsagan Elementary School. Definition of the Study The study sought to determine the level of comprehension skills among grade three pupils of Casalsagan Elementary School S.Y. 2010-2011. The study aimed further to ascertain whether or hot significant difference existed in the level of comprehension skills of pupils when they are grouped according to gender. Descriptive method of research was utilized in this study. The data gathering instrument is adopted from motizilla 2007. The respondents are instructed to read the given selection and give their answer in every question. The independent variable is the pupils comprehension skill. CHAPTER II Review of Related Literature Chapter two is made up of conceptual literature and research literature. Conceptual Literature contains or article written by the authorities diving their opinions, theories or ideas of what is good or bad, desirable and undesirable within the problem area. Research literature attempt to present related studies conducted locally and abroad that might have relevance to the present investigation. Conceptual Literature Comprehension skills is a vital as a process: Reading involves discrimination, identification of words, rhythmic progression along a line of print, accuracy of the return sweep of the eye and judgments of rate. Like thinking reading involves a whole complex of shills and ability, reading a paragraph involves the same sort of organization and analysis as does thinking. It includes learning reflection, judgment, analysis, synthesis, problem solving behavior, selecting inference, organization, comparison of data determine of relationship and critical evaluation on what is being read. It includes attention, association, abstraction, generalization, comprehension and deduction (Gangs 2002). The comprehension ability comprises the most important group of ability to be developed in reading. In fact this group is one to which all others must be subservient to some degree. This made of ability recognize words, to group into thoughts units, and to give the proper emphasis to the thought unit so that the sentence maybe understand (Nemiz and Venus 2004) Pinnela and Salditos (2001) also state that comprehension means by which students are enable to achieve the end of learning. The skills that enable the student to learn information from prints should not be focused with the learning of a certain items of information by reading with comprehension. The students vocabulary background is

necessary in the development reading comprehension. It serve as a facilitating factor similar to a language competency. Research Literature According to Webster Comprehension is the act of grasping the meaning, significance or the nature of an idea with intellect and specifies understanding as is closed synonym. Reading Comprehension therefore, cannot be separated, reading in integral to comprehension, there can be no true reading without comprehension. All reading begins with the recognition of words, but it should not stop there. The reader must enunciate some meaning of words recognized in the printed material and determine what the writer is saying. Almost simultaneously, we call of previous related knowledge and experiences come with his own understanding, insight or opinion. Comprehension takes place when there is communication between the author and the reader or it is the understanding of what the has written. Level of reading comprehension involves literal, inferential and critical skill. Reading on the literal level requires remembering or recalling facts explicitly or directly found in material read. Inferential reading requires the reader to look for implied information in material need and, give judgment or opinions and ideas read using this prior knowledge or background experiences in relation to the information read (Hittleman 2001). Ones ability to comprehend therefore ranges from producing the explicitly stated ideas in the text to produce material construct with creativity and read originality. The study is based on the belief that the students performance is affected by the comprehension proficiency. To validate this belief, this study was conducted. CHAPTER 3 Research Design and Methodology The main purpose of this study is to determine the level of reading comprehension skills among the Grade III pupils of Casalsagan Elementary School S.Y. 2010-2011 when group according to age and gender. The descriptive research was used in this study. Descriptive research used in this study. Descriptive research according to Gay (2001), involves collecting data t-test hypothesis or to answer question concerning the current status of the subject of the study. It determines and reports the way things are. According to Good (2005), Descriptive method in the study of current condition concerning the nature of instruments. It is an approach of gathering facts with adequate evaluation and interpretation of anything which are wishes to study. Respondents The respondents of this study were the 30 pupils of Casalasagan Elementary School in S.Y. 2009-2010. The pupils were classified as to gender for the purpose of investigation, in the following variable with their corresponding categories are determined: their gender were classified as male and female.

Table 1 Distributions of Respondents

Category A. Entire Group B. Gender Male Female 15 15 50% 50% Population 30 % 100%

Students are enabling to achieve the end of learning. The skills that enable the students to learn information from prints should not be focused with the learning of a certain items of information by with reading comprehension. The students vocabulary background is necessary in the development of reading comprehension. It serves as facilitating factor similar to a language competency. Instrument This study utilized the result of comprehension level of Grade III pupils of Casalsagan Elementary School available at district of Pototan II. Procedure This study was designed to identify the comprehension level of Grade III pupils of Casalsagan Elementary School. In conducting this study, the researcher first ask the permission from the principal of Casalsagan Elementary School. After the approval, the researcher reproduced the validated researcher made questionnaire on comprehension level (miscue). The responses of the pupils in the comprehension, the researcher made use the performance rating scale in comprehension level at Casalsagan Elementary School upon the approval of the principal. The responses of the pupils in the questionnaire were analyzed and interpreted. Likewise the rating of the pupils according to their age and gender were analyzed and interpreted. Chapter 4 Presentation and Analysis of Data Chapter Four present the collected data and the statically tools used in this investigation and interpret the findings of hypothesis. This study aimed at ascertaining the comprehension ability among grade III pupils of Casalsagan Elementary School. Thus utilizing the frequency count, mean and T-shirt. The researcher constructed test for comprehension skills to measure the comprehension ability of Casalsagan Elementary School pupils. The discussion of categorized to (a) descriptive data analysis.

Descriptive Data Analysis Level of Comprehension Table II present the comprehension level of Grade III pupils of Casalsagan Elementary School when taken as a whole. The mean rating as a whole 19.96 (independent) and the standard deviation 8.0. The gender according to male got the mean 18.67 (instructional) and the standard deviation was 3.85. In female got the mean of 21.60 (independent) and the standard deviation was 2.26. T-test. This was used to determine the significant differences in the reading comprehensions skills of pupils when grouped according to their gender and age All statistical data were computerized end analyzed using the statically package for social sciences (SPSS) software with a level of significance set at .50. Table III Difficulties encountered in comprehension level of grade III pupils of Casalsagan Elementary School.
Categories A. Entire Group B. Gender Male Female 18.67 21.6 3.85 2.26 instructional instructional Mean 19.96 SD 8 Description independent

Scale 8.6 5.3 2- below

Description independent instructional frustration

Table III Differences in the comprehension level of Grade III pupils of Casalsagan Elementary School classified as to age and gender.
Classification A. Entire Group B. Gender Male Female 15 15 18.67 21.6 3.85 2.26 0.017 significant 2.55 N 30 X 19.96 SD 8 C- Value TValue 0.05

Table III revealed that there is a significant difference in the level when grouped as to gender. This was based in the computed C-value of 0.017 which is lesser than .05 significant level (t=2.55 p>.05). Chapter 5 Summary, conclusion, implications and recommendations. Then Chapter five of this study consists of four parts: (1) Summary of the problem (2) Method and findings, (3) Conclusions (4) implication for theory for practice recommendations. Summary This study aimed to determine the level of Comprehension level of Grade III pupil of Casalsagan Elementary School. Specifically the study sought to answer the following questions. 1. What is the level of comprehension skills among grade III pupils when taken as a whole and classified as to age and gender? 2. Are the significant differences in the level of comprehension skills among grade III pupils when classified as to age and gender? The independent variable were the age and gender. The independent variable was Comprehension level. As the researcher took thirty grade III pupils of Casalsagan Elementary School as the respondents of the study. The researcher used the descriptive method of research. The descriptive statistics employed was the mean and the inferential statistics was the T-test set at .05 level of significance. Finding Based on the analysis of data, the study revealed the following findings. 1. When the respondents were taken as an entire grove, it was found out that they have independent comprehension level. When the respondents as to gender, male have an instructional comprehension level, while female have independent comprehension level. 2. There was no significant differences existed in the comprehension skills among respondents when classified at to age and gender. Findings Based on the analysis of data, the study revealed the following findings. 1. When the respondents were taken as an entire group, it was found out that they have independent comprehension level.

When the respondents were classified as to gender, male have an instructional comprehension level, while have independent comprehension level. 2. There was no significant difference existed in the comprehension skills among respondents when classified at to age and gender. Conclusions From the foregoing findings, the following conclusions were drawn. As an entire group, the pupils level of reading comprehension skills was independent. However, when grouped according to gender, findings revealed that the female had an independent level skills compared to males which is only instructional. This strengthened the findings of the study conducted by Brosman (1998) where females are found to be fast learners especially in comprehension skills compared to males. When the pupils are group according to age, findings revealed that males had an independent and instructional level while females got a both independent level. Reference Masaline, Mones et al. (2008) Oral Reading Performance of First Year student in English. An Undergraduate Thesis Presented to the faculty West Visayas State University Pototan Campus Pototan, Iloilo. Pedroso, Pradilla et al (2008) Comprehension Skills among Grade IV pupils. An Undergraduate Thesis Presented to the faculty West Visayas State University Pototan Campus Pototan, Iloilo. Nio, Paniza et al. (2008), Reading Comprehension Level of Grade Six pupils; An Undergraduate Thesis presented to the faculty West Visayas State University Pototan Campus Pototan, Iloilo.

Name: Joylen G. Mainar Grade & Section: III

Score: 9 Reading Level:

Direction: Read the selection and answer the question that follows. Choose letter of the best answer. Camping Time Arthur is very much happy this morning. He is going to camp with father. He tells mother about this exciting event. Mother prepares breakfast for them. She serves those eggs, milk and sandwiches. Lets go now, father said. The bus is waiting for us And so that camping time is begun. Question: 1. Who is the main character of the story? a. father and mother b. father and Arthur c. Grandmother and Grandfather d. Uncle and Aunt 2. What was the story tells about? a. camping b. swimming c. picnic d. shopping 3. Who are going on the camping? a. father b. mother c. father and Arthur d. Mother and sister 4. What do they have in breakfast? a. Egg, milk and sandwiches b. Bread, coffee and hotdogs c. Ham, juice and siopao d. Banana, rice and chocolate 5. How they reach the campsite? a. They were ride in a bus b. They were ride in a boat c. They were ride in a motorcycle d. They walk 6. What does Arthur felt about the camping? a. Happy b. Sad c. Angry d. Disappointment

7. What activities are done when camping? a. Eating b. Playing c. Bonding with friends d. All of the above 8. Who prepared their breakfast? a. Grandmother b. Aunt c. Mother d. Uncle 9. When Arthur was felt happy? a. Afternoon b. Morning c. Evening d. Next day 10. Why is camping important? a. To develop self confident b. Cause danger c. To avoid household chores d. Lost in place

Name: Mercel jean Bolivar Grade and Section: III

Score: Reading Level: WISH UPON A STAR

Two brothers, Danny and Joey, were lying on a soft grass outside their house. They were watching and comparing which was the brightest. Have you seen a shooting star? asked Danny Not yet. Mother told me to make a wish when see one, answered Joey

Funny! But father said that. Too said Danny Suddenly, they saw a shooting star in the sky. Question: 1. Who were the two brothers? a. Danny and Joey b. Mike and Ben c. Mark and John d. Mario and Martin 2. What were they watching? a. Airplane b. Moon c. Clouds d. Shooting star 3. Who told them to make a wish in a shooting star? a. Father b. Mother c. Sister d. Danny 4. Where were they? a. Outside the house b. Inside the house c. Under the tree d. At the rooftop 5. What do you see in the sky at night? a. Stars and Moon b. Sun and Planet c. Plants and Animals d. Cars and Airplane

Name: Joshua C. Sobrevega Grade and Section: III

Score: Reading Level:

Direction: Read the selection and answer the question that follows. Choose the letter of the best answer. LOST AT SEA The weather was fine. The day was bright and the sea was calm. Father and Ben went fishing. Father prepared his fishing rod, reel the boat. They rowed the boat until they were at the middle of the sea. But in the afternoon, rain poured down. The wind was getting stronger. It was difficult for them to go back to the shore. The great wave carried their boat to the other side of the island. They could not find their way back. They were lost at the sea. Mother was now worried. She asked the help of their neighbors. The men search for the lost boat. Later, they found the boat hiding beyond a big rock. Thank God! youre safe, exclaimed mother. Questions: 1. What is the story about? a. Fishing b. Farming c. Hunting d. Gardening 2. What was the weather like when the story began? a. Dry b. Wet c. Fine d. Stormy 3. What happened in the afternoon? a. It became foggy b. It started to rain c. The boat turned over d. The sun shore brightly 4. Why was it is difficult father and Ben to go back? a. because the thunder roared b. because the fog was getting thicker c. because the great waves were to high d. because the strong wind pushed their boat to the sea 5. Why did mother fell in father and Ben,s situation? a. she felt sad b. She felt lonely c. she was worried d. she was discouraged

6. How did the weather affect father and ben,s life? a. the weather taught them to sail b. the weather set them free form danger c. the weather gave them time to each other d. the caused the danger in their lives 7. Who are going in fishing? a. Father and Ben b. Jose and Arthur c. Mother and father d. Ben and Mother 8. What does the story proved about weather? a. it is merciful b. it is constant c. it is a part of life d. it is unpredictable 9. What does father prepared for fishing? a. chocolate and bread b. fishing rod and boat c. basket and net d. short and t-shirt 10. What activity was done when fishing? a. catches fish b. playing with ball c. singing d. dancing

West Visayas State University Pototan Campus Pototan, Iloilo March 2, 2010 Mrs. Sheree P. Biarneza Principal Casalsagan Elementary School Madam: \ We are presently writing an undergraduate thesis required for the degree of Bachelor of Elementary Education (General). We will be conducting a study to find out the Comprehension level of grade III pupils of Casalsagan Elementary School. In this connection, we respectfully ask permission from your good office to administer our research instrument to the grade III pupils in your school on March 9, 2010. Your favorable action on this matter is greatly appreciated. Respectfully yours, Rizalyn Niebla Rezel Galan Jenny Jamelarin Noted: CYNTHIA SILVESTRE Research Instructor ROSARIO ADORABLE Director, School of Education