Documente Academic
Documente Profesional
Documente Cultură
Computer Arts and Technological College Inc, Old Albay District Legazpi
City.
By
Claridad, Clark O.
March 2019
CHAPTER I
Introduction
Being a good reader in English means that a child has gained a functional
children gain functional knowledge of the parts, products, and uses of the writing
system from their ability to attend to and analyze the external sound structure of
words, and words, in turn, into sequences of syllables and phonemes within
syllables.
Beyond knowledge about how the English writing system works, though,
Children are expected, without help, to read some unfamiliar texts, relying on the
print and drawing meaning from it. There are many reasons why children have
difficulty learning to read. These issues and problems led to the initiation of this
study.
Even though quite accurate estimates can be made on the basis of known
risk factors, it is still difficult to predict precisely which young children will have
reach all children. To wait to initiate treatment until the child has been diagnosed
this report can be thought of in terms of three levels (Caplan and Grunebaum,
1967, cited in Simeonsson, 1994; Pianta, 1990; and Needlman, 1997). Primary
prevention is concerned with reducing the number of new cases (incidence) of an
behaviors. Children who are growing up in poverty, for example, may need
particular learning needs with highly effective and focused instruction. The extra
current instruction.
Statement of the problem
This study aims to determine the Level of interest in reading of selected Gr.11
students in Computer Arts and Technological College Inc, Old Albay District
3. What are possible ways to bring back the interest in reading of selected
The general objectives of this study are to determine the Level of interest
Legazpi City.
College Inc.?
Technological College Inc, Old Albay District Legazpi City are they
3. The researchers assume that the possible ways to bring back the
selected Gr.11 students in Computer Arts and Technological College Inc, Old
Computer Arts and Technological College Inc, Old Albay District Legazpi City
and other areas not included in the study available for investigation by future
researchers.
Respondents- The respondents will generate idea about the level of interest in
reading.
Teachers- if their students are more likely to read books then it will be easier for
Admins- The admins will benefit the advance knowledge of their students.
Researchers- We will know or find out the result of the students who are still
interested in reading.
Definition of Terms
1. Intertwined
involved.
2. Functional Knowledge
3. Psycholinguistic
language acquisition.
4. Coherent
intelligibility.
5. Inadequate
purpose.
6. Primary prevention
7. Secondary prevention
worse.
8. Tertiary prevention
9. Enrich
10. Supplemental
https://www.nap.edu/read/6023/chapter/3
CHAPTER II
This chapter presents the related literature and studies after the through
and in-depth search done by the researchers. This will also present the synthesis
of the art, theoretical and conceptual framework to fully understand the research
to be done and lastly the definition of terms for better comprehension of the
study.
(1990) argues that “interest is central in determining how we select and persist in
assumption is that individuals are more likely to attend to and learn from
received substantial support from studies carried out over a period of more than
lasting, and is associated with increased knowledge and value” (p. 103). Wade et
emotions, high value, and increased knowledge” (p. 197). It has also been
equated with “intrinsic” motivation. Many studies cited by Hidi & Baird (1988)
learn (Krapp et al., 1992). Situational interest, on the other hand, is “evoked by
have a long-term effect on individual’s knowledge and value” (Hidi, 2001, p. 193).
surrounding the reading event” (Wade et al., 1999, p. 197). Situational interest
has been associated with “extrinsic” motivation and has been called “externally
research that focuses on text material is known as “text-based interest” (Hidi and
Baird, 1988). Personal and situational interest are not mutually exclusive. Both
affective component” (Hidi, 2001, p. 193). One can be influenced by the other—a
situation than someone without such interest, and a situation may contribute to
argue that situational interest can lead to “continued and persistent activity that
“creating environments that stimulate interest is one way for schools to motivate
students and help them make cognitive gains in areas that initially hold little
interest for them” (p. 156). Hidi (2001) has been an outspoken proponent of
interest to the school curriculum. Hidi and Harackiewicz (2000) assert that “…
types of interest tend to facilitate reader’s comprehension and recall” (p. 195).
However, the type of interest that is more applicable to the realities of classroom
writings on situational interest, with a focus on the factors that contribute to text-
based interest and its influence on reading performance and related outcomes.
Review of Related Studies
Within education there has been a large push to include more nonfiction
texts into literacy instruction. The common Core State Standards (CCSS)
mandate that all students, grades prekindergarten through twelfth grade, read
determine what the texts say explicitly, make logical inferences, and draw
conclusions from the text. Duke (2010) stated that child’s ability to read an
texts into my literacy instruction in order to meet the CCSS. I also believe it is
from both varieties of text. Both fiction and nonfiction texts need to be read to
students as read aloud, as a shared reading experience, and available for them
Lastly, it is important that teachers are reading are both types of texts
because students have different interests. Gill (2009) found that fictional stories
are were thought to be more appropriate for young Children. However, just as
students prefer different types of sports, they also prefer different types of texts.
All students come to school with different interest because of their exposure at
home and within their communities. Throughout this study I explored if students’
follow her work. Clay’s (1975) studies indicated that children know a great deal
about reading and writing before they come to school, and they are able to
experiment with and apply their knowledge in various ways. My research studied
not only students interests but their exposure to different type’s literature before
and during their schooling. This topic needed to be explored because we are
doing an injustice to students who strongly like non-fiction texts but are only
assessed on fiction texts. Belloni and Jongsma’s (1978) study stated that
“students comprehend better when they are interested in what they are reading”
(p. 107). A student’s motivation and interest may play a role in their
and the connection between their reading interest. Additionally, this study helps
The research in this field is limited. Research was done on this topic in the
1970s but minimal research has been done since. Until currently, with CCSS in
place teachers, parents and principal are starting to take more of an interest in
Studies are now being done of students’ interest of non-fiction and their abilities
examined students’ interest in both fictional and non-fictional texts. Another study
conducted was by Baker al et, (2011) in which they studied students’ abilities
Such studies are important cause like Duke and Kays (1998) stated in
cleverly entitled article “Can I say ‘Once upon a time?’” teachers need to
determine “what young children actually know and can learn, about the language
of these reputedly-difficult texts” (p. 295) before they decide that students are
more interested in and are only able to ready fictional texts. Fictional texts are
still very important and valuable in all grade levels but they are no longer deemed
or important than non-fiction. This study continues to build upon the work of
interest in non-fiction but their ability to comprehend such texts the way the
CCSS expects them to. Additionally, this study will examine what the students’
abilities to comprehend different types of the text. This study focused on fiction
versus non-fiction texts. Children’s interest guide made their motivation when
learning. Belloni and Jongsma’s (1978) studies stated that “students comprehend
better when they are interested in what they are reading” (p. 107). This studies
interest and comprehension abilities. The method used were conversation and
information was used and analyzed in order to see what students’ preference
are, whether fiction or non-fiction, and how it affects their abilities to comprehend
both types of text. Other data was used to determine a child’s favorite type of text
findings show that there is a lack of resources and materials for students and
teachers to use to reach about non-fiction. Most importantly, this study showed
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1330&context=educat
ion_ETD_masters
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method, design and procedures that the
researchers used in gathering and collecting data and, information for the study.
This chapter includes the research design. respondents of the study, instrument
of the study, data gathering procedures, instrument used the statistical treatment
utilized for valid and reliable interpretation of data sampling and flowchart.
Research Design
in any way. Descriptive research seeks to describe the current status of the
The respondents of the study are the 50 selected Senior High School
students that is, 50 from Grade 11students of Computer Arts and Technology
College Inc. Computer Arts and Technology College Inc. is located at Old Albay
District Legazpi.