The Impact of Reading Comprehension on the Academic
Performance of Grade 1 Pupils of Daraga North Central School
In Partial Fulfillment of the Requirements
for the subject Research in Teaching
By:
Camille Anne Mariñas
Lianiza Mapula
Riza H. Borbano
Nikka Aira M. Reyes
Leah Tupaz
Cyril Crystal Macandog
BEED III – BLOCK 25
Chapter 1
Introduction
Background of the Study
The impact of reading comprehension on the academic performance of Grade 1
pupils at Daraga North Elementary School is a significant area of investigation. As
young learners transition into formal education, mastering reading comprehension
becomes crucial for overall academic success, particularly in the early stages of
education. The ability to understand and interpret written text not only facilitates
knowledge acquisition but also influences a student’s overall academic performance. In
the context of Grade 1 pupils at Daraga North Central School, establishing a strong
foundation in reading comprehension is crucial for their future learning endeavors
Literacy development in the early years is intricately linked to cognitive and
language skills. As these young learners embark on their educational journey, their
ability to comprehend written material significantly impacts their grasp of other subjects.
Despite the recognized importance of reading comprehension, there exists a need to
delve deeper into its specific influence on the academic performance of Grade 1 pupils
at Daraga North Central School.
This study aims to bridge existing gaps in research by exploring the nuances of
reading comprehension and its correlation with academic outcomes in this particular
educational setting. By identifying potential challenges and strengths related to reading
comprehension, educators and stakeholders can implement targeted interventions to
enhance the overall learning experience for Grade 1 pupils. Through a comprehensive
analysis of the factors influencing reading comprehension, this study aspires to
contribute valuable insights to the ongoing discourse on early education and academic
achievement.
Statement of the Problem
This study aims to investigate the Impact of Reading Comprehension on the
Academic Performance of Grade 1 Pupils. Specifically, it would seek the following
questions;
1. What are the benefits/advantages of developing reading comprehension?
2. What are the effects of reading comprehension on the academic performance of
students?
3. What are the factors that influence the reading comprehension of grade 1 pupils?
Objectives (Purpose) of the Study
One of the learning skills that a child should develop is his reading
comprehension skills. Reading comprehension is essential to life in any civilized society.
This skill is necessary to survive and thrive in today’s world. In this study the researcher
aims to determine and enhance the reading performance of grade one pupils of Daraga
North Central School. Specifically focused on the pupils’ reading competence in reading
alone. Furthermore, the researchers aim to suggest activities or interventions which
could enhance the pupils’ reading competence.
Research questions and/ or hypothesis
The current study aimed to assess the impact of reading comprehension among
respondents in terms of academic performance. Additionally, the study aimed to identify
the reading strategies used by teachers for them to develop reading comprehension
towards the students effectively at Daraga North Central School. The particular queries
that follow directed the current investigation:
Research Questions:
1. What are the factors influencing the reading comprehension skills of Grade 1
pupils at Daraga North Central School?
2. What is the impact of reading comprehension skill on the academic performance
of Grade 1 pupils at Daraga North Central School?
3. What strategies and approaches can educators employ to support the acquisition
of reading comprehension skills by Grade 1 pupils at Daraga North Central
School?
Hypothesis:
1. A weak reading comprehension skill may negatively impact the academic
performance of Grade 1 pupils at Daraga North Central School.
2. Providing adequate support and resources for reading comprehension may lead
to improved academic outcomes for Grade 1 pupils at Daraga North Central
School.
3. Implementing targeted interventions, such as small group instruction, guided
reading practice, and oral language development activities, may improve reading
comprehension skill among Grade 1 pupils at Daraga North Central School.
Significance of the Study
This research study will be beneficial to the following:
Students: This study will help the students determine their reading comprehension
skills, which could lead to better academic performance.
Teachers: This study will serve as a guide for teachers to provide effective ways or
strategies to help students improve their reading comprehension.
Parents: Understanding the importance of reading comprehension could help parents
support their children’s learning at home.
Scope and Delimitation
This study is focused on determining the Impact of Reading Comprehension on the
Academic Performance of Grade 1 Pupils at Daraga North Central School. This study
will only select a respondents which consists of at least twenty (20) students. The study
is limited in terms of respondents wherein the researchers choose the Grade 1 students
of Daraga North Central School. The main reason for conducting this study was that it
would help the Grade 1 pupil to enhance their knowledge and critical thinking skills in
terms of reading comprehension.
Chapter 2
Review of Related Literature
1. Reading Comprehension
Reading comprehension is influenced significantly by a student’s level of word
knowledge as well as the ability to decode words in print. It means that the ability takes
a part in reading comprehension skill. Reading Comprehension is understanding a text
that is read. The comprehension refers to the ability. Reading comprehension is ability
to read and understand the meaning and all of information about the text which is read
(Kelner & Flynn:2006).
According to Odwan, Talal A.A (2012) Reading comprehension is a complex
process. The gist of reading comprehension is the capability to store and regain
explanation from written texts (Educational Research:2000). Kelner & Flynn (2006) said
that reading cannot be separated from comprehension. When the learners are reading,
it means that they are comprehending. When the learners are comprehending, they are
constructing the meaning of the text which is read.
Sweet A.P. (2000) states that reading comprehension is a reader’s
Comprehension by constructing the meaning from the text that is read. As Kelner &
Flynn (2006) said that the reader should have knowledge and ability about
understanding the reading passage in reading comprehension. The main ideas, details,
and an inference are the common question that can be drawn.
Reading comprehension, according to Odwan, Talal A.A. (2012), is an intricate
procedure. The ability to retain information is the essence of reading comprehension
and obtain clarification through textual materials (Educational Research, 2000).
According to Kelner & Flynn (2006), reading is inextricably linked to understanding.
When students are reading, it indicates that every people has a different comprehension
depend on their prior knowledge about the text but it still almost in a similar context.
Appropriate Strategy is the most important factor in terms of reading comprehension.
The strategies to improve reading performance are: Create a consistent reading
program; Set clear goals and standards; Coordinate curriculum; Build strong team
faculty; Hold teachers accountable; Monitor both students and teachers; Foster
individual teacher support; Encourage professional development; Ensure philosophical
consistency; Invest in performance; Instill a love of learning through reading; Work
together; Increase time on task(Cromwell:2006). Based on the finding of the previous
research, the researcher can conclude that reading comprehension is a process
understanding the meaning of the text by interpreting the text that is read and it is not
simple thing to do.
2. Drama Performance Strategy
Reading is an interactive and constructive process involving the reader, the text,
and the context of the reading experience. The previous research found that Drama
Performance Strategy is more effective than traditional strategy in reading narrative text.
All of dramatic experiences may change the participants’ attitudes to be better in their
real-life (Kelner & Flynn :2006).
The word drama comes from the Greek word for “acting,” “playing” or
“performing.”(Manacorda :2016). Drama performance strategy is activity to dramatize
the story. Gungor (2008) stated that drama is a process that will lead to better
comprehension and retention. It means that this strategy can help the reader and the
learner to comprehend the text when they are reading. Drama is kinesthetic learning.
When the students move during literacy instruction they may use most of their brain and
learn better (Wittrock, Kate. In Increasing Elementary English Language Learners’
Reading Comprehension Through the Use of Role Play).
3. Procedure of Drama Performance Strategy
Kelner & Flynn (2006) propose a six-step plan for a high-quality arts integrated
drama and reading comprehension lesson. A high-quality arts-integrated drama and
reading comprehension
Lesson includes:
• clearly stated and explained objectives in both drama and reading comprehension.
• an acting tool- and /or skill-building activity or warm-up.
• a drama strategy that encompasses both sets of stated objectives (drama and
reading).
• reflection on the effectiveness of the lesson based on the objectives.
• revision of the drama to allow students to implement gained understanding.
• assessment from both the drama and reading comprehension perspectives. (p.17)
Following these steps through group activities, children learn not only how to think more
clearly by speaking with others and listening to them but also how to find more efficient
ways to comprehend the text.
4. The use of drama strategy in classroom
Drama is a powerful pedagogical tool, but the status of it on the curriculum at
primary and post-primary level in Ireland has been in dispute for some years. At primary
level, drama was formally acknowledged in the new arts curriculum that was
implemented in 2004. Dympna Byrne, a primary Teacher at Burriscarra National School,
uses drama in every subject she teaches, and on a daily basis. She said that drama is a
brilliant tool to encourage children to collaborate and to be active in their learning
(Keating : 2015, in Drama in the Classroom is a primary Concern).
5. The advantages of using drama performance Based on Owen, Sarah (2016), Drama
has 10 benefits that are drama builds confidence; helps concentration; helps develop
language & communication skills; encourages children to co-operate; supports
numeracy skills; helps children to understand the world around them; develops
emotional intelligence; assists physical development; develops creativity; and nurtures
friendship. Cormac (2014) stated that drama has 11 important benefits that are self
confidence; imagination; empathy; cooperation; concentration; communication skill; fun;
emotional outlet; physical fitness and memory.
Related Study
Even so, cognitive scientists discovered that reading is very challenging and
unpredictable. According to TEA, proficient readers consider word meanings individually
but may also deduce meanings of unknown phrases by examining them in context. Kids
often interact with the material and ask questions as a means to reflect on what they’ve
read. They also “connect the meaning of one sentence to the meaning of another.” On
the other hand, goal-setting is among the most crucial elements because it helps the
reader focus on the crucial facts and retain the knowledge they need.
Everyone has experienced reading something over and over again without fully
grasping its significance. However, reading comprehension is a crucial ability that is not
always easy to master for readers of all ages. The assumption that reading is the
application of a collection of discrete skills, like word recognition, primary idea discovery,
cause-and-effect link identification, comparison and contrast, and sequencing, served
as the foundation for reading teaching for a long time. Mastery of these skills was
considered to be the definition of comprehension, according to the Texas Education
Agency (TEA) for Reading Rockets.
Teaching reading comprehension is undoubtedly difficult, and it can be especially
difficult for educators working with kids who have learning difficulties (such dyslexia or
some types of autism), students for whom English is not their first language, and very
young students just beginning to read. Programs like the online Master of Education in
Literacy at Eastern Washington University help graduates better understand the
requirements of their future pupils by providing them with strategies and approaches to
increase student literacy.
Chapter 3
Methods & Procedure
Research Design
Participants
Instruments
Procedure
