Professional Documents
Culture Documents
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Reading and listening are active forms of communication (Alcantara,
2006). It serves as the mother of all skills; according to Santiago (2006) of
Department of Education, aNational Capital Region. Reading covers the three
communication skills. If you are a good listener, you will be able to pronounce the
word correctly. Then you will develop the speaking skill. Having a wide
vocabulary through reading, a person can effectively apply it by means of writing.
Comprehension defined recognition of the word is not the ultimate goal in
reading. Without comprehension, reading is mere verbalism. In reading the
printed word is associated with the spoken word until the child can make the
same physical, emotional, and mental responses to the written word that he
previously made 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 comprehension,
but is only a first step (Yoakam, 2004).
Also Yoakam (2004) describes comprehension as follows: Comprehension
reading matter involves the correct association of meanings with word symbols,
the evaluation of meanings which are suggested in context, the selection of the
correct meaning, the organization of ideas as they are read, the retention of
these ideas, and their use in some present or future activity.
study
focused
on
the
reading
performance
and
listening
study
focused
on
the
reading
perpormance
and
listening
The useful and relevant information acquired from the study will be
disseminated to parents to encourage them to continue trying strategies of
reading performance and listening comprehension of their children and how to
become an active reader and listener.
Researcher, she is so interested about knowing the reading performance
and listening comprehension.
Scope and Delimitation
This
study
focused
on
the
reading
performance
and
listening
relationship
between
reading
performance
and
listening
performance is a means of
language acquisition, of
two variables wants to point out that the independent variable may affect the
dependent variable.
Independent Variables
Reading Performance
Dependent Variables
Listening Comprehension
Chapter 2
Related Literature and Studies
This Chapter presents the literature and studies related to the subject
matter.
The childs primary and influential experience in reading starts from the
home. Homes which treasure books and wherein parents value education, enjoy
reading themselves, read and tells stories to their children, make it easy for the
children to become readers. Homes like these help the child develop linguistics
skills and provide sound background of ideas and concept upon good reading
skills can be built (Hermosa, 2002).
It is important to make children lovers of books because it is only through
reading that we can assure of quality education for young people (Dela Cruz,
2004).
Reading is an essential tool in every childs life. The acquisition of
knowledge begins when he understands what the printed symbol is conveying
upon attacking to it by means of reading.
Reading rockets offers wealth of reading strategies, lessons, and activities
designed to help young children learn how to read and read better. Our reading
resources assist parents, teachers and other educators in helping struggling
readers build fluency, vocabulary and comprehension skills (Delia Pompa M. Ed.,
2006).G. Harry McLaughlin defines reading as the degree to which a certain
class of people find certain reading matter compelling and comprehensible.
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viewing, and other outside interest that have nothing to do with the books. How to
entice young people away from those electronic boys and lead them to the path
of reading is what parents must try to do (Ramirez, 2004).
People, young and old, now live in fast paced and highly computerized
society. The demands are great keeping up with them requires greater effort and
time. The ability of man to conquer space and cyber space has grown even more
intense as years go by (Doctor, 2004).
In reading, one has to build concepts of the printed symbols that he/she
reads. This is fortified when skills learned through reading are transferred to
other areas of language such as speaking and writing. That is why one reads,
he/she to make a lot of associations to comprehend experiences, emotions,
failures, and successes shared by the writer (Doctor, 2004).
Teachers Motivation
The meaningful involvement of teachers to their pupils is indispensable
not only in educating them with moral and social values, but likewise in the
development of their intellectual abilities by teaching reading and the formation of
reading habits utilizing various stimulating techniques (Degelio, 2003).
Parents Motivation
Parents play a vital role in the development of reading skill and habit.
Researchers have shown that pupils who read when they were 2-5 years old
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often became efficient and skilled readers. Those who were restarted in reading
were usually the educationally advantaged, those who came to school far less
ready for normal performance because of some deprived conditions in their
home environment. A child will surely experience joy. Satisfaction, confidence,
appreciation, and enjoyment in his school work if he possesses the reading skill
before entering school. Parents misconstrue that it is the teachers obligation to
each everything to their children and not their (Dogelio, 2003).
Peers Motivation
Contact with friend or an individual who is excited about reading and is
willing to offer suggestions and assistance can stimulate reading. This is where
attitude of peer affects the reading interest of an individual. The influence of the
school on the other hand, could be seen in terms of stimulation of interest in a
subject or of encouragement of the activity of reading (Latha, 2005).
Mass Media
The television not wishing to be behind has numerous talk shows of the
children and for the children. Herein children from various schools are
encouraged to interact and debate on various issues with experts. Now when you
are in front of a camera and to be projected all over the country, the children will
but read up on the topic them which to discuss. Where would they go for their
reading updates, but to the school library or in the internet? Thus, the various
mass medias are facilitating the development of reading habits of the children,
even if they are doing it for their own survival, it is leading to an increase in the
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The first learning experiences in school must provide for a foundation for
successful reading and has the listening power such as fostering favorable
impressions of what is to be derived from books and language use and providing
programs that could accommodate childrens varied stages of social intellectual
development. These opportunities would encourage the learners to be able to
attain the ability to read.
If given the chance to have authentic opportunities to experience a
learning environment that is print- rich, with the pleasure of the books and
engaged in extended conversations, learners in the elementary will have the
majority of about 80% to be able learn to read (Zakaluk, B, 1999).
A clear understanding of reading process is a great contribution to the
success of any attempt or effort to assist pupils in learning to read to be able to
learn. However, learning to read would not become successful unless the child is
ready.
If reading readiness takes place early, more advantages would also take
place early. It allows the childs difficulty to be discovered earlier, therefore,
additional help could be provided, and then the better is the childs chances of
becoming a successful reader could become.
As reading introduced early and becomes a part of the curriculum, it does
not really follow that all teachers are also equipped with the knowledge in
teaching reading. One critical reason why teachers who are handling reading
classes could not attain their objectives in reading lessons is because of an
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with him the foundation for building a good reading program for pupils who begin
learning to read (Gaskins, 1988).
This quality of teachers is indeed a necessity in our schools because
teachers make a difference in childrens reading achievement and motivation to
read. A childs success throughout his or her school career hinges on learning to
read well, especially in the early grades (Manzano, & Sack, 1994).
Preschool years is the groundwork for reading success, therefore, we
begin to read as soon as our kindergarten children are able to put sounds
together to form words. Advocates of early reading believed that many
kindergarten children are ready and eager to read and would profit from
instruction (Nelson & Scovell, 1990). Elementary grades are the range of
learners who should learn to read and must already start reading to learn.
It is now common for formal beginning reading programs to be presented
at the kindergarten level. Miller, (1997) has indicated that an earlier start in
reading results in improved reading achievement in school if the children are
ready for this instruction.
Advocates feel that, nowadays, more children are ready for reading
activities at an earlier age than used to be the case. They believed that children
today have changed in many ways and are involved in more varied activities than
their counterparts before. They added that todays children have greater
vocabularies, to the explosion in communication industries, and to greater
mobility which provides many children with more and varied experiences,
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including greater exposure to the printed word. If given the chance to have these
authentic opportunities and experiences, a majority of 80% of these preschool
and grade one pupil, will really be able to learn to read. Advocates also
emphasized the growing number of children who attended nursery school and
other preschool programs which are unlike traditional kindergarten (Aukermen,
1977 and Zakaluk, B., 1999).
The issue on the perfect time the teaching of reading must be introduced
relies on the readiness of the child whether it be earlier kindergarten or later in
primary or intermediate levels. Experts said that children who learn to read early
has the greater chance to advance themselves up on the hierarchy of reading
compared to non-early readers.
Reading readiness is the childrens readiness to profit from beginning
reading instruction (Matthew 1999). During this moment, the children are
teachable. It is a point in time when the pupils are ready to learn how to read
(Dechant, 1991). It is also the moment of transition over several months during
which time the child gradually changes from a non-reader to a beginning reader.
In the case, the readiness program couples the students past learning with new
learning and brings the student gradually through the transition (Clay, 1991).
Contemporary reading specialists believe that some children enter
preschool and grade one level already possessing so many reading readiness
skills and initial reading skills, that they do not need additional reading readiness
training. Miller (1977) added that most of the children today can begin the
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beginning reading program at preschool and grade one because of the wealth of
experiences which they have gained from many sources, principally television
(Miller, 1977).
Home environment could provide pre-reading experiences which are
closely related to reading readiness (Bloom & Hant, 1997 and Miller 1997).
These reading readiness experiences are learning of letter names, learning to
write and recognize some common words by sight which is in the childs
environment (words from television, stops sign and can be labels) and even
listening to stories read for them.
Another indicator of reading readiness is the children knowledge of the
capital and lower case letters which was found to be the most predictive factor of
subsequent reading success in school. Another important consideration is that is
that reading readiness program and beginning reading should merge gradually
because some reading readiness activities in kindergarten also serve as
beginning reading activities (Miller. 1977).
Adams (1990) emphasized that in any beginning reading program,
children must attend to the individual letters of words, their sequencing and
phonological transition. Phonics as a system of teaching reading builds upon the
alphabetic principles which are a system by which a central component is the
teaching of correspondences between letters or groups of letters and their
punctuations.
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programs were inadequate. It was found that both regular and special education
teachers were lacking in content expertise, knowledge of validated pedagogical
principles and supervised experience with diverse learners. The teachers must
themselves have a command of word parts, spoken and written to illustrate,
interpret and model the correct sounds or the strategy for making the sound and
have the children use the strategy to produce the sound (Kameenui, 1996).
The teacher is said to be pivotal in preparing students to read. He is
further described as the catalyst or a nerve center where nonreaders pass to him
to be able to read. Its further stated that the teacher not the method that
determines the outcome, although, of lesser importance than the teacher, but
methods and strategies in teaching reading must not be overlooked as it is the
teachers companion in attaining the outcome (Rose, 1982).
Teachers have a great responsibility over the learning that will take place
in their students inside the classroom, especially in reading. Its therefore very
necessary that they are prepared enough to accomplish to the fullest this quite
difficult task of teaching reading more efficiently, especially to preschool and early
elementary grades.
Teaching reading which is considered a very critical task among
elementary grades teachers needs to take the safest means of conduct which is
through the use of appropriate strategies. Strategies will surely guide the
teachers the idea on how to undergo with the reading process.
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values can shape and change the learners attitudes and behavior (Simbulan,
2001).
Richards (1983, cited in Omaggio, 1986, p. 126) proposes that the
following are the micro-skills involved in understanding what someone says to us.
The listener has to: retain chunks of language in short-term memory, discriminate
among the distinctive sounds in the new language, recognize stress and rhythm
patterns, tone patterns, into national contours, recognize reduced forms of words,
distinguish word boundaries, recognize typical word-order patterns, recognize
vocabulary, detect key words, such as those identifying topics and ideas, guess
meaning from context, recognize grammatical word classes, recognize basic
syntactic
patterns,
recognize
cohesive
devices,
and
detect
sentence
input
gained
prominence.
By
stressing
the
role
of
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than if he or she was taught all the skills simultaneously (Postovsky, 1974; Winitz
& Reeds, 1973, 1975; Winitz, 1973; Gary, 1978).
In fact, listening is the most frequently used language skill in everyday life.
Researchers (for example, Rivers 1981; Morley, 1991) propose that we listen
twice as much as we speak, four times as much as we read, and five times as
much as we write.
Listening is a highly integrative skill and research has demonstrated its
crucial role in language acquisition (for example, Rost, 1990; Feyten, 1991;
Mendelsohn & Rubin, 1995). Listening is assuming greater and greater
importance in foreign language classrooms.
Active listening is a communication technique that requires the listener to
understand, interpret, and evaluate what she/he hears. The ability to listen
actively can improve personal relationships through reducing conflicts,
strengthening cooperation, and fostering understanding.
When interacting, people often are not listening attentively. They may be
distracted, thinking about other things, or thinking about what they are going to
say next (the latter case is particularly true in conflict situations or
disagreements). Active listening is a structured way of listening and responding
to others, focusing attention on the speaker. Suspending ones own frame of
reference, suspending judgment and avoiding other internal mental activities are
important to fully attend to the speaker (From Wikipedia, the free encyclopedia).
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a good chance that other clues will make him understand the message, or at
least, enough of the message for his own aim. Of course, it may be that the
missed item is one which completely changes the whole message. This doesnt
concern the general point being made here; since the learner has more hope of
realizing his own misunderstanding if he concentrates on the communication
rather than being distracted by a sense of failure.
There do exist controversies on the nature of LC. According to Anderson
and Lynch (1988), there are two influential views: traditional view and alternative
view. Traditional view regarded the listener as a tape-recorder and the listener
took in and stored aural messages in much the same way as a tape-recorder.
Anderson and Lynch criticized this view as inappropriate and inadequate. This
notion is not a tenable one. Alternative view considered the listener as an active
model builder. This kind of listener could combine the new information with his
previous knowledge and experience to reach full comprehension of what had
been heard. Anderson and Lynch agreed with this view. It emphasized the active
interpretation and integration of incoming information with prior knowledge and
experience. Many scholars supported this view. OMalley and Chamot made a
conclusion by doing a research on LC in 1989: Listening comprehension is an
active and conscious process in which the listener constructs meaning by using
cues from contextual information and existing knowledge, while relying upon
multiple strategic resources to fulfill the task requirement (OMalley, J. M. &
Chamot, A. U., 1989, p. 420).
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hand, the speaker or speakers, and their correlation with the situation, as well as
with each other and previous events. We must realize if the incoming information
the listener hears is unfamiliar to him, it cant evoke his schemata and he can
only depend heavily on his linguistic knowledge in LC. Besides, although the
listener can trigger a schema, he might not have the suitable schema expected
by the speaker. Thus, only relying on top-down processing may result in the
failure of comprehension.
The interactive processing (the third type) overcomes the disadvantages
of
bottom-up
processing
and
top-down
processing
to
augment
the
comprehension. In the early 1980s, it was the tendency that only top down
processing was acknowledged to improve L2 (second language) listening
comprehension. However it is now more generally accepted that both top-down
and bottom-up listening processing should be combined to enhance LC.
Complex and simultaneous processing of background knowledge information,
contextual information and linguistic information make comprehension and
interpretation become easy. When the content of the material is familiar to the
listener, he will employ his background knowledge at the same time to make
predictions which will be proved by the new input. As opposed with this, if the
listener is unfamiliar with the content of the listening text and deficient in
language proficiency, he can only depend on his linguistic knowledge, especially
the lexical and syntactical knowledge to make sense of the information.
From the cognitive perspective, Anderson (1983, 1985) elaborates that
comprehension consists of perception, parsing and utilization. Perceptual
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the learners knowledge of the language, general knowledge of the topic, and
how the information is presented. The main clue for segmentation in LC is
meaning, which may be represented syntactically, semantically, phonologically, or
by any combination of these. Second language listeners may have some trouble
in understanding language spoken at typical conversational rates by native
speakers if they are unfamiliar with the rules for segmentation, even though they
may comprehend individual words when heard separately. Findings from
research with second language learners show that memory span for target
language input is shorter than for native language input (Call, 1985). Complex
input materials may be especially difficult to comprehend in a second language
because they need combining of parsed segments in the process of
comprehension, thus putting an extra burden on STM (short-term memory) which
already may be burdened with unenclosed elements of the new input. The third
process, utilization, is composed of associating a mental representation of the
auditory meaning with existing knowledge. Existing knowledge is retained in
long-term memory as propositions or schemata. Connections between the new
input meaning and existing knowledge take place through spreading activation in
which knowledge in LTM (long-term memory) is activated so that it is associated
with the new meanings in STM. Comprehension occurs when input and
knowledge are matched with each other. Perception, parsing and utilization stand
for different levels of processing. Of the three levels of processing, perception is
the lowest. All three phases are recursive and connected closely, and can occur
simultaneously during a single listening event.
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of component parts of the language (words, verb groups, simple phrases) and
memory for these elements as soon as they have been recognized. Recognizing
linguistic elements, while fundamental to the process, is not enough for
understanding what is heard fully. Listeners must be able to hold these elements
in STM long enough to interpret the utterance to which they are attending
Kral (1993) explains that much of the theory and practice of verbal
communication is concerned with effective listening. It is essential for teachers to
listen carefully to pupils contribution to classroom discourse and to use them in
subsequent instruction. Effective listening depends largely on the listeners ability
to organize what is being conveyed, to sort out relevant and irrelevant
information, to summarize mentally the main points and to avoid other
distractions. As a consequence of careful listening, a teacher is able to
acknowledge, apply, compare or summarize pupils ideas has reinforcing and
motivating effects.
One technique teachers can use to improve pupils listening skills is to give
brief dictation drills. The teacher may find it helpful, for example, to dedicate a
brief passage pertaining to her subject matter and then check to see what pupils
have actual written (Punkin and Biddle, 1994.
Today according to Adams and Balanes (2006), many people do not listen
well the majority of participants in half-hour discussion we observed could not list
the ideas proposed, as possible solutions, the major issues discussed or the
decisions reached. When we ask students to paraphrase previous speakers
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ideas, more than half the time they cannot do so. In short, most of the time we
listen rather badly. As respondents, we often give the speaker little opportunity to
assess whether we understood the messages intended. This also implies what
the speaker said wasnt worth a response.
Adams and Galanes added that effective listening requires that the listener
hear what the speaker said, interpret it accurately, and respond opportunity.
Usually hearing what the speakers said present little problem. Group members
accustomed to asking a member to repeat a statement they werent able to hear.
However, the interpretation and response steps can be trickily because of the
nature of symbolic communication discussed earlier. Different people mean
different things with the same words and actions. Major factors that influenced
what words and actions mean to us include our culture, gender, age, sexual
orientation, learning style and personalities,
Nadig (2007) expressed that wants, feeling, thoughts and opinions clearly and
effectively is only half of the communication process needed for interpersonal
effectiveness. The other half is listening and understanding what other
communicates. When a person decides to communicate with another person,
he/she does so to fulfill a need. The person wants something, feels discomfort,
and or she has feelings or thoughts about something.
Listening is Important
Lucas (2001) vividly expressed that listening is more important than ever.
This is why, in most companies, effective listeners hold higher positions and are
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promoted more often than people who are ineffective listeners. Listening is so
important that in one survey of Americas Fortune 500 companies, almost 60
percent of the respondents said they provide some kind of listening training for
their employees. The art of listening can be helpful in almost every part of life.
Comprehension Listening
The next step beyond discriminating between different sound and sight is
to make sense of them. To comprehend the meaning requires first having a
lexicon of words at our fingertips and also all rules of grammar and syntax by
which we can understand what others are saying. The same is true, of course,
for the visual components of communication, and an understanding of body
language help us understand what the other person is really meaning.
Biased Listening
Biased listening happens when the person hears only what they want to
hear, typically misinterpreting what the other persons says based on the
stereotypes and other biases that they have. Such biased listening is often much
evaluated in nature.
Evaluate Listening
In evaluate listening, or critical listening, we make judgment about what
the other person is saying. We seek to assess truth of what is being said. We
also judge what they say against our values, assessing them as good or bad,
worthy or unworthy.
Appreciative Listening
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Chapter 3
METHODOLOGY
This part of the study will discuss the method to be used, the respondents, the
instrument and tools used to gather the data and statistical tools.
Research Design
This study used the descriptive survey design of research to find out the reading
performance and listening comprehension of Grade six pupils of Lagao Second Barrio
Elementary School. It tries to find out if the independent variables significantly influence
the dependent variable.
Locale of the study
The research was conducted at Lagao Second Barrio Elementary School. Lagao
Second Barrio Elementary School is a public school located at Purok Masunurin
Barangay San Isidro, General Santos City.
Respondents of the study
The respondents were chosen through random sampling wherein out of the 127
pupils enrolled 39.37% or 50 pupils were selected. There were 17 pupils coming from
the first section and 17 pupils coming from the second while 16 pupils coming from the
last section. The respondents of the study were Grade six pupils of Lagao Second
Barrio Elementary School for School Year 2011-2012.
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Instrument Used
Reading performance and listening comprehension test was used to gather the
needed data.
The instrument used in this study was standardized test questionnaire covering the
reading performance and listening comprehension of grade six pupils.
Procedures in Gathering the data
In gathering the data, the researcher asked permission from the principal
Mr. Ephraim C. Pidut through the request letter signed by the researcher herself,
her adviser Maria Ellen D. Ogalisco M.A and the Program Director of Education
Department Celestino B. Balatayo Jr. Ph.D to conduct the survey and to
administer the questionnaires to the respondents.
Statistical tools
The following were the statistical tools employed per problem raised:
1. Subproblem number 1 used Arithmetic Mean to determine the mean
score of the respondents in reading performance and listening
comprehension.
X = s
s- score
n
no- number of respondents
2. Subproblem number 2 scale was used to determine the reading
performance level.
11-12 Excellent
9-10 Very Good
7-8
Good
45
5-6
3-4
0-2
Fair
Poor
Very Poor
to determine the
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Table 1
Reading Performance Level of the Respondents
Respondents
Scores
Description
12
Excellent
12
Excellent
46
10
Very Good
Good
Good
11
Excellent
Very Good
10
Very Good
10
Very Good
10
12
Excellent
11
12
Excellent
12
Good
13
10
Very Good
14
Good
15
11
Excellent
16
11
Excellent
17
12
Excellent
18
Good
19
10
Very Good
20
Very Good
21
Very Good
22
Good
23
Good
24
Good
25
Good
47
26
Very Good
27
12
Excellent
28
10
Very Good
29
11
Excellent
30
Very Good
31
Good
32
10
Very Good
33
12
Excellent
34
12
Excellent
35
11
Excellent
36
11
Excellent
37
Very Good
38
Very Good
39
10
Very Good
40
11
Excellent
41
12
Excellent
42
Very Good
43
10
Very Good
44
11
Excellent
45
11
Excellent
46
12
Excellent
47
12
Excellent
48
Very Good
48
49
11
Excellent
50
10
Very Good
499
Mean
Very Good
9.98
As shown in the table 1, scores are ranging from 7 to 12. This data
indicates that the reading performance of the respondents has the description of
very good as shown in the result mean which is 9.98.
Table 2
Level of Listening Comprehension of the Respondents
Respondents
Scores
Description
Excellent
Good
Very Good
Very Good
49
Excellent
Good
Good
Very Good
Excellent
10
Very Good
11
Very Good
12
Very Good
13
Very Good
14
Very Good
15
Excellent
16
Very Good
17
Very Good
18
Very Good
19
Very Good
20
Good
21
Very Good
22
Very Good
23
Very Good
24
Very Good
25
26
Very Good
27
Good
Very Good
50
28
Excellent
29
Excellent
30
Very Good
31
Good
32
Very Good
33
Very Good
34
Very Good
35
Very Good
36
Excellent
37
Very Good
38
Very Good
39
Good
40
Good
41
Very Good
42
Very Good
43
Excellent
44
Excellent
45
Very Good
46
Very Good
47
Very Good
48
Very Good
49
Excellent
50
Very Good
51
378
Mean
Very Good
7.56
Table 2 showed that the scores range from 5 to 10. This indicates
that the respondents listening comprehension is very good as shown by its mean
of 7.56. It means that the respondents have a very good listening
comprehension.
Table 3
Computed
Tabular
Remarks
Reading
Performance
2.24
37.65
Not Significant
Listening
Comprehension
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CHAPTER 5
Summary of Findings, Conclusions and Recommendations
This chapter presented the summary of findings, conclusions and
recommendations.
This study was conducted to focus on the reading performance and
listening comprehension of Grade six pupils of Lagao Second Barrio Elementary
School during the SY 2011-2012.
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Recommendations
Based from the findings and conclusions derived in the study, the following
recommendations were offered:
1 School Administrators should utilize the data which serves as a
springboard for the effective supervision of classes which would lead to
effective academic performance.
2 Teachers should provide vivid or clear standardized reading materials to
intensify improvement of the pupils reading performance and listening
comprehension.
3 The grade six pupils should be encouraged to continue their reading
habits that would enhance their reading performance and listening
comprehension.
Bibliography
I. Unpublished materials
Adams, M.J. (1990). Beginning to Read: Thinking and Learning about Print.
Cambridge, MA: MIT Press.
Elliott, Claire & Anderson, Jonathan (1975). Literacy A Focus on the Future.
F. Bowden & Sons Pty.Ltd, Adelaide. 418515.
Gould, E.,DiYanni, R. and Smith, W. (1987). The Art of Reading.
Halfner, Lawrence E. & Jolly, Hayden B. (1972). Patterns of Teaching Reading In
The Elementary School. The McMillan Co., New York.
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II. Websites
http://www.ibby.org).
http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandc
ltrlrnngprgrm/listeningcomprehensionskill.htm
http://www.linguist.org.cn/doc/uc200801/uc20080105.pdf
http://psychology.wikia.com/wiki/Silent_reading
http://en.wikipedia.org/wiki/Active_listening
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Appendix A
Letter to the Education Program Director
Date________
Celestino B. Balatayo
Dean of Education Program
Ramon Magsaysay Memorial Colleges
Sir:
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SINCERELY YOURS,
VIRNA V. PAELDONIA
APPROVED BY:
Appendix B
58
This study aims to determine the significance relationship between the reading
performance and listening comprehension of Grade VI Pupils. The results of this
study may serve as basis for educators and policy makers in improving the
strategies and policies in instruction.
In view of this, I am requesting your permission to conduct the said study in your
school with the participation of your grade VI pupils as my respondents. Rest
assured that all responses shall be held confidential and for research purposes
only.
Thank you.
Noted:
VIRNA V. PAELDONIA
Researcher
Adviser
Maam,
Good day
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VIRNA V. PAELDONIA
M.A.
Noted:
Researcher
Adviser
nce there was a young Inca boy. He had no family except for an old llama.
Each day the boy and his llama walked many miles, looking for a home. Each
night they curled up together and slept. But one starry evening, the old llama
died. The boy buried his friend next to an icy stream. Then he sat under a tree
and cried. What would he do? He had no family and no home.
The boy cried for a very long time. But there was no one to comfort him. There
were only the stars in the sky.
Suddenly, the sky filled with bright light. The boy held his breath. He was afraid to
move. One bright star fell to the ground. Slowly, the star took the shape of the old
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llama. She bent her head and drank from the stream. She looked at the boy and
smiled. As she jumped back into the sky, bits of llama wool fell.
As the Sun began to rise, the boy picked up the soft, warm wool. It glowed in his
hands like starlight. He carried the wool to the city and sold it. With the money, he
bought a house. He bought two young llamas. He never forgot the star llama.
And he was never lonely again.
Now answer Numbers 1 through 6. Base your answers on the story "The
Star Llama."
1. Why does the boy cry when the old llama dies?
because he is afraid of the dark
because he is always sad
because the old llama is his only family
because he is lost
3. Read this sentence from the story. One bright star fell to the ground.
What does bright mean?
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old
shining
new
clean
6. Read this sentence from the story. As the Sun began to rise, the boy
picked up the soft, warm wool.
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o you know how blueberries grow? They grow on bushes. Each blueberry
is small and round. Many blueberries can grow on one bush. At first, the
blueberries are green. The green berries are not ready to eat yet. They need a lot
of sun and rain to help them become fat and sweet. When the berries turn blue,
they are ripe and ready to be picked.
Some farmers grow blueberries in big fields. The people who live nearby can
earn money by helping to pick the blueberries. Each one takes a pail out to the
field and fills it with blueberries. They work fast so that they can fill many pails.
They want to earn as much money as they can. When they are done picking,
their fingers are blue from the juice of the berries!
After the blueberries are picked, they are put into boxes and sent to stores.
People buy the blueberries and take them home to eat. Some people like to
wash the berries and eat them one by one. Other people like to cook with
blueberries. They make blueberry muffins and pancakes.
No matter how you eat them, blueberries taste great!
Now answer Numbers 7 through 12. Base your answers on the story
"Blueberries."
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7. The people who live nearby can earn money by helping to pick the blueberries.
What does earn mean?
sell
get
lose
shareg
8. What color are the blueberries BEFORE they are ready to be picked?
blue
red
green
brown
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11. Read this sentence from the story. They need a lot of sun and rain to help
them become fat and sweet.
What does sweet mean?
juicy
sour tasting
dry
sugary tasting
12. What could be another title for this story?
"All About Blueberries"
"How to Cook with Blueberries"
"Eating Blueberries"
"All About Strawberries"
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At the bank
It's Saturday morning and Joan's gone to the bank:Joan: I'd like to open a bank account, please.
Cashier: Certainly. Do you have some form of identification?
Joan: Yes, I bought my passport. Is that OK.
Cashier: Yes. We also need proof of your current address. Do you have a utility
bill or your driver's licence with you?
Joan: I've got my driver's licence.
Cashier what kind of account did you want?
Joan: Well I want a deposit account and a savings account.
Cashier: That's fine, we do both. Do you have any proof of income?
Joan: Yes, I bought my pay slips for the last three months.
Cashier: Good. You could also apply for a credit card at the same time, if you
like.
Joan: Yes, that would be great.
Cashier: OK. If you would just like to fill out these forms...
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Name: _____________________________
True
b)
False
c)
Doesn't say
True
b)
False
c)
Doesn't say
True
b)
False
c)
Doesn't say
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a)
True
b)
False
c)
Doesn't say
True
b)
False
c)
Doesn't say
True
b)
False
c)
Doesn't say
True
b)
False
c)
Doesn't say
True
b)
False
c)
Doesn't say
Appendix D
9-10
7-8
5-6
3-4
1-2
Total
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11-12
11
20
9-10
12
19
7-8
11
5-6
3-4
0-2
Total
10
32
50
df = (r-1)
Expected
(O-E) /E
(c-1)
.25
1) (6-1)
3.8
.01
2.2
.65
11
12.8
.25
12
12.16
2.11x10-3
7.04
.55
3.2
.20
3.04
5.26x10-4
1.76
.33
Observed
= (6-
= 25
X
(tabularvalue)
= 37.65
Appendix E
=2.24
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CERTIFICATION
This is certify that the undersigned has reviewed closely the thesis of
Virna V. Paeldonia as to the use of the appropriateness of the statistical tools and
techniques for its improvement.
Appendix F
70
CERTIFICATION
This is certify that the undersigned has reviewed closely the thesis of
Virna V. Paeldonia as to the content, grammar, organization and mechanism
leading to its improvement.
This certification is issued as a requirement for her thesis final printing.
CURRICULUM VITAE
Personal Background:
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Name
:
Address
:
Date of Birth :
Place of Birth:
Civil Status :
Parents
:
Educational Background:
Elementary :
2002-2003
High School :
2007-2008
College
2008-present
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