Professional Documents
Culture Documents
In Partial Fulfillment
of the Requirements in
( )
Presented to
MARCH 2017
CORRELATES OF READING COMPREHENSION AND ACADEMIC
Chapter 1
Introduction
Schools assume the role of directing and providing the students with experiences
which will help them to discover the potential and talents of the students in
Speaking and Writing. The main goal of teaching these skills is to enable students
social and academic settings. Reading is considered as the most important skills.
Clearly, reading is a pivotal skill for students which enables them to acquire
knowledge and develop their academic areas. The essential goal of teaching
information and meaning from the written material rapidly with full
with native speakers of the target language can have an access through reading
to their literature, journals, and then understand much about their civilization. In
this sense, reading is the window through which other cultures can be seen and
to the world enlightenment and enjoyment for it is the basic tool for learning and
studying in all the subject areas (Alcantara, et.al, 2003:18). It means to say that,
reading is not just a simple matter of knowing the words and sentences but
intelligent reading requires an alert and critical mind to catch up what you read.
Alcantara also stresses that many students achieve accuracy in recognition and
time.
reference, utilize print to share information with the reader. Educational systems
also rely more heavily upon text as students reach higher grade levels. In early
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elementary grades, students do not typically have textbooks at home and they
primarily work with decodable readers and short stories borrowed from the
library. However, beginning around third grade, textbooks are introduced to the
home environment and students abilities to pull and process information from
students reach high school, many history teachers expect students to build their
and stories for reading at home. Unfortunately, textbooks are challenging for
topics, use direct language that doesnt engage the reader, and lack the structure
are still building their reading competence, but at the secondary level they are
expected to have the necessary skills. The students in higher grade levels are
responsible for reading and comprehending all of the directions, passages, and
essential to develop students' reading skills. Moreover, (Paris & Hamilton, 2008)
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the sounds of language, repeating text is simply memorization and oral drill."
reading comprehension is the most important skill to be taught in school and the
ability to read accurately and fluently is the most important need of the students.
The students will be trained for: (1) Information and understanding: collect data,
knowledge generated from text, (2) Aesthetic Response: enjoy and appreciate
texts, relate texts to oneself, and respond sensitively to texts with diverse social,
historical, and cultural dimensions. (3) Critical Analysis and Evaluation: Use
Some students are able to sound out words although they do not know
what the words mean. In the real sense, this is not reading. What the students do
is nothing but word calling. When one reads, there must be comprehension;
understanding what the author has written. There are generally manifestations
from reproducing the explicitly stated ideas in the text to producing mental
Students are not performing well on their tests; it could be because they
are struggling to read and comprehend the test questions that they are being
mastery of these skills will grant them access to increasingly complex knowledge
in other academic subject areas. School systems are often challenged to meet the
needs of students who are not performing at grade level expectations and
provide support services to help those students to close the achievement gap.
reading intervention program for the better output so that the students will find
The Researcher,