IMPACT OF DIGITAL TEXT IN READING COMPREHENSION OF GRADE VI PUPILS

An undergraduate thesis

presented to the Faculty of

College of Education

of the

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- SIPOCOT

In partial fulfillment of the requirements for the Degree of

Bachelor of Elementary Education

Agricula, Robin R.

Dela Cruz, Mamsie Yen B.

Jasmin, Maria Joselia L.

Manao, Claire A.

San Sebastian, Irene R.

Sta. Ana, Sofia SJ.

 CHAPTER I

INTRODUCTION

Reading instructions has long been a part of elementary classrooms, and is

considered the primary tool for learning in all other subject areas. As technology has

advanced and pushed society into the digital age, the delivery in which reading instruction

is given continues to change along with it. Today’s teachers feel the pressure of adding

more and more technology into their daily lessons, to enhance student learning and

develop 21st-century skills. Reading informs, socializes, and shapes an individual’s life.

Without understanding what is being read, one is not really reading (Bulut, 2015).

Although reading seems simple in terms, it is not easy to teach, learn, or practice. The

foundation of reading comprehension should be introduced in primary grades (Literacy

Information and Communication System, n.d.). Comprehension should be thought over a

period of time by both teachers and parent who have the experience in using it in an

effective way (K12 reader.com, 2016).

Dizon, et. al., (2007) said that, word processing, a computer program may result

in improved thinking. Grammar, spelling, conceptualization, and organization can be done

by the students using this program. Word processing provides students the opportunity

to make substantial and meaningful revision of their text. This capability allows the

students to improve the quality of thought in their reading skills.

Reading is a significant skill that learners should know. Learners read texts for

various goals from gaining information to enjoyment. It helps EFL (English Foreign

Language) learners to be familiar with the subjects of their majors and improve their
language knowledge. Kim and Anderson (2011) and Salehi, Lari, and Rezanejad (2014)

expressed that reading has a key role in completing all university courses. Although EFL

learners are proficient in their language, they usually have a lot of problems in

comprehending texts. Thus, it can be stated that there are some factors that impact

learners’ reading comprehension process.

The use of reading strategies in language learning has a vital role to improve

reading comprehension (Anderson, 2003). Readers’ language proficiency is related to the

use of their reading strategies (Hong-Nam & Leavell, 2006). Based on these researchers,

readers who have high proficiency try to use global strategies for understanding a text

(Kletzien), 1991; Zhang & Wu, 2009). Readers who have low proficiency, try to utilize

particular techniques that are not beneficial to understand a text (Zhang & Wu, 2009).

Koda (2007) said that there are various variables that impact learners’ reading

comprehension. Some of these variables involve vocabulary knowledge, prior knowledge,

metacognitive information, and reading strategies. Trehearne and Doctorow (2005)

expressed that there are other factors that affect learners’ reading comprehension skill.

These factors are learners’ reading attitudes, useful teaching on comprehension

methods, versatility, text form, and being aware of various reading comprehension

strategies.

Digital technologies are becoming essential instructional tools and are being use

in school by children of all ages. Today, there is a common focus on raising student

achievement while integrating technology as tool. Digital tools are being used widely in

classrooms as well as for assignments. The usage of e-readers, tablet computers, and

cellphones enable students to complete assignments as well as look up information

(Purcell, Heaps, Buchanan, & Friedrich, 2013). Additional technology-based learning

devices include books, audio and visual media, computers, interactive white boards, and

mobile devices, several in which incorporate digital text. Because of the increasing use

of technology in world, technologies in teaching and learning are essential if educator are

making a lasting impact on how students learn. Digital text can provide rich and engaging

content because of the high definition graphics, animations, interactive lessons, virtual

labs and even online assessments. The flexibility content given to students digitally is a

huge benefit (Fletcher, Schaffhauser, & Levin, 2012).

Unfortunately, the use of digital instruction is not being maximized in school.

Information provided digitally is easily kept up to date and shows relevance with the lives

of students without having to increase the cost of reproduction or printed materials such

as textbook. Information needed can be given both online and offline anytime and

anywhere. Because of the foregoing statement, the researchers are interested to know

the impact of digital text to reading comprehension of Grade VI pupils.

 Statement of the Problem

This study aims to determine the impact of digital text to the reading comprehension

of Grade VI pupils in Libmanan South Central School, year 2019- 2020. This will answer

the following questions:

1. What are the reading comprehension levels of the Grade VI pupils along with a.)

Noting details, b.) vocabulary c.) Getting the main idea

2. What is the impact of digital text to the reading comprehension of pupils along with:

a.) Vocabulary knowledge, b.) Prior knowledge, and c.) Metacognitive information

3.) Is there a significant relationship between the impact of digital text and reading

comprehension of Grade VI pupils?

Objectives

This study is guided by the following objectives:

1. Determine the reading comprehension level of the Grade VI pupils along with

a.) Noting details, b.) Vocabulary, c.) Getting the main idea

2. Identify the impact of digital text to the reading comprehension of pupils along

with a.) Vocabulary knowledge b.) Prior knowledge, and c.) Metacognitive

information

3. Determine the significant relationship between the impact of digital text and

reading comprehension of Grade VI pupils

 Scope and Limitation

This study is concern in the impact of digital text to reading comprehension of

Grade VI pupils in Libmanan South Central School, year 2019-2020. Specifically, the

reading comprehension level of the pupils and the impact of digital text to the reading

comprehension of the Grade VI pupils in terms of Vocabulary knowledge, Background

knowledge, Metacognitive information are the concern of this study. Grade VI-pupils are

the respondents of this study because this study falls into higher level of learning and

maturity in terms of reading and using digital text.

This study excludes the personal profile and academic performance of the Grade

VI pupils and the lower grade level because this study only focuses on the impact of digital

text to their reading comprehension level.

Significance of the study

Pupils. This study may help the pupils to learn subjects in innovative way through

educational courseware and online resources. It may help the pupils to understand today

children’s need in different types of skills and technological knowledge in order to think

critically, evaluate their work and engage with a global community. And also, it helps them

to be aware in the different types of digital text were can be use as reading materials.

Parents. This study may help the parents to know the importance of the

metacognition of technologies which it will become helpful to their children when it comes

to their study. This might encourage the parents to be involve to the digital world which

may help their children in developing their reading skills.

 Teacher. This study may help the teacher to be more skillful in the classroom,

which will in turn foster a story sense of digital citizenship into their pupils, this also may

help for them to guide their student in a different way of strategies which includes the use

of technology and help them improve the reading comprehension of their pupils.

Principal/School Head. The result of this study may be used to evaluate the need

of the school in terms of the different digital text as use for the improvement of every

learners or pupils and through this study, the school head or principal may propose a plan

when it comes in developing and improving their materials through the application of

digital text.

Other Researchers. Finding of this study may serve as a guide to other

researchers and an encouragement for them to conduct further development of this

research.
 CHAPTER II

REVIEW OF RELATED LITERATURE

The related literature of this study gives useful information and insights that guide

the researchers to determine the research gap between the previous study and the

present study.

Digital Text

Digital text encourages behaviors such as skimming and keyword seeking. One

theory is that many readers use this method as a way to manage information overload.

Even digital text characteristics such as the layout of the text on the screen and the

backlight from the device can create an environment that makes skimming easier and

more desirable than deep reading (Konnikova 2014). However, the deep reading needed

for learning requires students to ask questions and search the text to answer them and

to build connections between their previous learning and the ideas found in the text.

Digital texts are uniquely positioned to assist someone willing to dig deep into a topic

(Singer and Alexander 2017). According to the study of Weisberg, 2011 responding to

the question made through the use of digital text found that participants responded with

a mean value on 3.29 on a Likert scale ranging from 1(strongly disagree) to 5 (strongly

agree). When asked whether they would use electronic textbooks for their college classes

if given the choice, found that fifty-percent of participants responded positively.

The nature of literacy is rapidly changing as new technologies enter people’s lives

and their environment (Coiro, Knobel, Lankshear, and Leu, 2008; disessa, 2000; Dresang

and McClelland, 1999; Spiro, Deschryver, Hagerman, Morsink, and Thompson, 2015;
Tyner, 2014). In the last ten years a variety novel text forms (e.g., Multimedia book and

tweets) and mediums for presenting such texts (e.g. iPad and Kindle) have emerged,

which may present new possibilities and new challenges for readers ( Alexander and

Fox,2004) ;that is, features of digital literacy, such as the ability to read and acquire

information from graphic representations (i.e., photovisual literacy; Eshet- Alkalai, 2004)

and the ability to navigate in the nonlinear medium of digital space successfully ( i.e.,

branching literacy; Eshet- Alkalai and Chajut, 2010) may afford new opportunities for text-

base learning. Concomitantly, such digital text may place unique demand on readers’

skillful and strategic processing not typically associated with the processing of printed text

(Afflebach and Cho, 2009; Hartman, Morsink, and Zheng, 2010; Kingsley, 2011; Kuiper,

2007; Spires and Estes, 2002.

A conceptual model that was recently described by the authors suggests that

digital literacy comprises five major digital skills: photo-visual skills(“reading “instructions

from graphical displays), reproduction skills (utilizing digital reproduction to create new,

meaningful materials from preexisting ones), branching skills (construction knowledge

from non-linear, hypertextual navigation), information skills (evaluating the quality and

validity of information), and socio-emotional skills(understanding the “rules” that prevail in

cyberspace and applying this understanding in online cyberspace communication). The

present paper results from a performance-based pioneer study that investigated the

application of the above digital literacy skills conceptual model among different groups of

scholars. Results clearly indicate that the younger participants performed better than the

older ones, with photo-visual and branching literacy tasks, whereas the older participants

were found to be more literate in reproduction and information literacy tasks. Research
results shed light on the cognitive skills that users utilize in performing with digital

environments, and provide educators and software developers with helpful guidelines for

designing better user-centered digital environments.

Whatever the processing affordances and demands, digital texts are inevitabilities

in the lives of students being educated in postindustrial societies (Gray, Thomas, and

Lewis, 2010; Purcell, Heaps, Buchanan, and Friedrich, 2013). It is also conceivable that

the very wealth of information that resides in the digital universe, combined with

increasing speed and ease of access, may overwhelm intentions to process such digital

content critically and analytically (Ophir et.al., 2009; Wallis, 2010). Alongside this

aforementioned difference in readers’ processing of digital text, there are visual

ergonomic characteristics of digital media that must also be entered into the

comprehension calculus. Specifically, visual legibility of digital texts, basic to word

processing and comprehension, is influenced by several factors, including texts size,

screen resolution, backlighting, luminance contrasts (Dillon and Emurian, 1995; Lee, Ko,

Shen, and Chao, 2011).

There is undoubtedly a wide range of ability and expertise in the current student

population, particularly when it comes to using technology for learning purposes (Bennett,

Maton, and Kervin 2008). It is clear, therefore, that identifying and developing ways to

encourage students’ effective use of technology for learning are important considerations

for those involved in curriculum development and educational innovation. It is clear that

many of the characteristics displayed by effective e- learners are those that are

representative of effective learning in general. However, little empirical works has been

undertaken that specifically explores that experiences of established learners (those who
have demonstrated an ability to learn effectively in other contexts) in order to identify any

barriers and drivers to maintaining and continuing the development of e- learning skills.

To investigate these issues further, a research project was undertaken at a large

post 1992 university. The project investigated the role that e- learning played as part of

the wider experience of a group of graduate students engaged in a campus- based

blended learning course. The research explored that students’ prior experiences and

expectations of e- learning, as well as their uses of technology for learning in order to

provide insights into the ways in which technology can be harnessed for maximum

educational benefits. The project generated findings that contribute to debates about the

digital divide, the impact of lectures’ prior experience of technology for e- teaching and

students’ effective use of technology for learning. This paper focuses particularly on the

findings relating to the effective used of technology. It describes barriers and drivers to

developing e- learning ‘effectiveness’ and document characteristics that demonstrate

effective use of technology for learning.

There are many factors which can affect or improve the ability to read on a

computer screen which including font size, blank space, text line spacing, paragraph

styles, length of the line and words length. Prior investigational work leads to the estimate

that longer lines will be read faster, which may be moderately attributable to spending

less time in scrolling actions. Though, outcomes from the legibility of print would predict

faster reading at medium line lengths, reading text on a computer screen is really

exhausting, and text that includes extended phrase must be escaped (Gotz, 1998).

Reading from a computer screen is different from print media. Besides reading on screen

text is 30% slower than reading printed materials (Ferrari & Short, 2002). With regard to
these limits, a number of new on-screen font type have been intended specially to be

suitable on-screen readings (Rabinowitz, 2006). Some studies indicate no differences

between the fonts whereas others recommend that san serif fonts are better for computer

screens, in terms of readability (Josephson, 2008; Wilson, 2001).

Beyond self-reported references for digital texts, and there is some evidence that

today’s students perceive of them self as digital natives armed with the necessary skills

to manage the demands of digital reading (Palfrey and Glasser, 2013; Prensky, 2013).

Such self-efficacy judgments would also seem to bode well for students’ engagement with

and learning from digital text, and there is some evidence to support students’ judgment

(Farah and Maybury, 2009; Housand and Housand, 2012; Koh, 2013). As a case in point,

Kerr and Symons (2006) determined that the students in their study were able to navigate

digital passages more efficiently than print versions. Further, Salmerόn and Garcίa,

(2012) found that when students read digital text that included hypertext, they were able

to better integrate the material than when reading the same material in print. Yet, there

are others who question whether students’ judgments as to their online learning

capabilities are as well developed as the notion of digital native suggests (Fried, 2008;

Kolikant, 2010). According to (Child Trend Databank, 2010) access to technology and to

the connectedness of the internet is rising. Children, ages 8 to 10, spent about 45 minutes

on the computer on a typical day, whereas older children (11 to 14, and ages 15 to 18)

spent more than 90 minutes.

Reading Digital book is becoming mainstream phenomenon. With the demand of

E- readers (Digital text) on the rise, there is a concern about how students are being

thought to use this digital resource. Reading comprehension is complex skill. Yet, another
reason for more positive views of reading digitally pertains to the transfer of reading

processes, skills, and strategies that has been not just between digital and print media

(Ackerman and Goldsmith, 2011; Norman and Furnes, 2016; Noyes and Garland, 2008;

Reinking, 1988) but also between students’ reading and listening comprehension

(Kendeou, Bohn-Gettler, White, and van den Broek, 2008; Kendeou, van den Broek,

White, and Lynch, 2007).

According to the study of Julie Gilbert and Barbara Fister, (2015), Since one of

the major questions surrounding e- books involves access, we wanted to discern how

many of our students actually own e- reader devices or software. Students are not quite

evenly split in terms of whether or not they own an e -reader or tablet or have installed

software for displaying e- books to their phone or their computer. A sizable minority

(42.2% owns a e- reader or has installed e- reader software on their phone or computer.

According to the national center on accessible educational material digital text is

delivered on a computer or another device to meet the need of students with sensory,

physical, or learning and disabilities. Digital text is malleable and, depending on the

technology and/or the software that is used, various features that control how the content

is presented to the user can be manipulated such as size, font, color, and contrast to

accommodate the needs of the learner. Supported reading software with text-to -speech

can provide audio and visual components either separately or simultaneously as well as

other scaffolded support like highlighting, dictionaries, and thesauruses.

One of the skills that is needed when reading a digital text is the self-control to

manage the distraction of online reading. A physical book presents less of a distraction,

and an online text maybe filled with distractions that interact the learning process
(Konnikova 2014). One technique commonly used to help students manage a difficult text

is called SQ3R. the acronym stands for Survey, Question, Read, Recite, Review. These

critical thinking skills can be applied to both paper and electronic texts.

A reader needs to be able to construct meaning of the reading by using what ever

resources are available from both text and previous knowledge (Yazdanpanah, 2007).

Decoding is an important factor when a child is learning to read; however, the

development of comprehension is an attribute that can be found in skilled reading.

Whether a student is reading printed text or on the computer, there comprehension skills

could possibly contribute to their score when answering question base on their reading

(Talbott, Lloyd and Tankersley, 2016).

Reading Comprehension

According to Worthy (1996), it is not sufficient to provide books that are geared

solely to a student’s instructional reading levels. When reading levels is solely considered,

below level basal readers are generally used for instructing struggling readers. Reading

such “baby book” often makes struggling readers feel more defeated. Focusing on

student interests in selecting reading materials may be more beneficial in promoting

reading success than a focus on level. It turns out that interest is far more significant than

readability. When students have strong interest in what they read, they can frequently

transcend their reading level (worthy 1996).

The study of Tongco identified the reading proficiency level of the Grade IV, V and

VI students of Bitanos E.S. in the following reading comprehensions skills: Literal,

Inferential, critical, creativeness and valuing and devised.

 Reading is one of the four macro skills taught in an English language classroom,

which requires response from the reader through summarizing the main facts based on

what was read (Zintz&Maggart,1986, in Blay et.al, 2009). Reading is not just extracting

meaning from the text but a process of connecting to the information given by the text.

Reading in this sense, is a communication between the reader and the text (Grabe, 1988

and Villanueva, 2006). Reading is essential to life. A reading with comprehension is the

chief justification why we read, understanding what the text is all about (Lastrella, 2010).

Reading comprehension is a complex balance between recognizing printed symbols and

interpreting the meaning behind the symbols (Dennis, 2011).

There is a growing body of evidence supporting the concept that a reader’s

background knowledge about what he is reading is one of most critical factors in

determining whether the students will understand what he is reading or not (Hirsch, E.D.

(2006); Kamhi, A, (2007). To continue to make progress in learning, as well as fuel self-

concept and motivation, students should participate in regular classroom experiences

appropriate to their cognitive and maturational levels, including interesting and cognitively

challenging books presented orally or tape (Worthy, 1996).

Some studies have shown that the performance (reading comprehension) of the

students is affected by several factors. Rizardo & Tabuno, (1998) in Marquez (2008) in

their study on the reading comprehension of Fourth year high school students of Iligan,

made the following conclusions: 1. Parent’s monthly income and educational attainments

have contributed to the reading performance of the student. 2. The kind of materials that

the respondents read enhanced their ability to comprehend a text. 3. The respondent’s

attitude towards reading differed from each other. 4. The availability of reading materials
at home and in school and the students’ curiosity to learn enhanced their reading

comprehension. Educational researchers have also focused on the teacher’s behavior

that should be effective in promoting student’s motivation (Brophy, 1986 in Marquez,

2008).

In the local context, Mante (2009) in Ilustre (2011) sought to identify factors that

affected Filipino bilingual high school students reading comprehension in English. The

objective of her paper was twofold; first was to determine and measure the participants

dimensions of motivation to read, and second was to identify the relationships between

the participants motivation to read in English, their reading comprehension in their use of

meta-cognitive reading strategies when reading in the same language. Results were not

conclusive as to whether reading motivation or use meta-cognitive reading strategies

affects reading comprehension more for there was no single predictor of the reading test

scores. on the contrary, Anderson (1994) as cited in Lastrella (2010) presented that recall

of information in a text is affected by reader’s schemata and explains that a reader

comprehends a message when he is able to bring to mind a schema that gives account

of the objects and events described in the message. Moreover, Wilson (1972) in Marquez

(2008) stated that the lack of educational opportunity and reading materials among poor

families contribute to the performance and competence of the learner. Educational

attainment of the parents of the respondents also matter. Students whose parents have

higher educational background perform well than those whose parents only attained

elementary or high school education. This is because the former is able to provide more

learning experiences that are essential to the development of the student’s reading skills

and other aspects as well (Lardizabal, 1981 in Marquez, 2008).

 For an individual to survive in today’s world, it is a requirement for him/her to know

how to read with understanding. He/she should be capable of understanding simple text

such as transportation documents which includes travel directions and road instructions,

bills and contracts. The effect of not being able to comprehend could be disastrous (e.g.

instructions on a bottle of medicine or chemical warnings) (Lastrella, 2010). With the

ability to comprehend a text, people are able not only to live safely and productively, but

also to continue to develop socially, emotionally and intellectually. Likewise, reading is a

very significant language skill for a student. Since they are subject to a continuous flow

of information, they need to prepare themselves for the demands that reading in school

and the bigger society places on them. Reading also has been a segment of the entrance

test in most colleges and universities. But there are cases by which students fail during

the entrance examination because of lack of comprehension (Yale, 2011 in Lastrella,

2010). Maggart and Zintz (1970) in Marquez (2008) state that comprehension is the major

purpose of reading-without comprehension, reading is a meaningless activity regardless

of age or ability of the reader. There are levels of reading comprehension, namely: literal

level (reading the lines), inferential or interpretative level (reading between the lines) and

the critical level (reading beyond the lines (Romeo,1987 in Marquez, 2008).

“The brain process all of the sound associated with reading even though one may

be reading silently. The areas of the brain that process speech sound are active just like

they would be if the subject were listening to somebody speak. The brain is vey structured

in the way it processes information. Complex tasks such reading a passage of text are

broken down into an easier task. The easier tasks are distributed to the areas of the brain
that is specialize and those tasks. The Neocortex engage in processing the meaning of

the text being read “(fielding, Kerr, & Rosier, 2007 p. 7).

When reading to learn, efficient navigation is essential to handle the vast amount

of information available on the internet, ensure that readers construct coherent

representation of the issue while avoiding distraction and becoming lost in cyberspace.

This competence involves not only searching and scanning for goal- relevant information,

but also information, but also sequencing navigation towards relevant information through

hyperlink selection ( Cho, 2014). A study on a complex commercial website revealed that

users are faster in locating different information on the site when using the scent trail

system as compared to a non- modified version of the site (Olston & chi, 2003)

According to the content- source- integration model (Stadtler & Bromme, 2014)

presented, one can distinguish between based on the content and evaluation based on

source features (such as metadata on the text such as who wrote it, where and when it

was published, or text genre). The design of a digital text also presents information about

the text and, thus may affects readers’ evaluation. This was clearly demonstrated when

Fogg et. Al (2003) had people comment about web pages’ credibility. Data were collected

across a number of different sites on topics such as finance, health, news, and travel. The

most frequently referred evaluation categories were visual design (e.g., professional

looking) and structure of the sites’ information. The potential impact web pages’ visual

design has on readers’ evaluation was confirmed in a study by Robins and Holmes

(2008), which showed that web pages’ perceived a having a professional graphic design

were considered more credible than those without such designs. Likewise, Flanagin and

Metzger (2007) found that web pages’ genres familiarity (e.g. news organizations, e-
commerce) affected people’s evaluation of site credibility. Of course, the multitude of

genres and genre-mixes on the internet present a challenge when readers depend on

their familiarity with genres to evaluate digital texts. Result from the above studies indicate

that the design of digital text is an important factor in the readers’ decision on whether to

read a digital text critically or not.

Result from the Robins and Holmes (2008) study showed that readers only spent

2-3 seconds on a web page before responding with a credibility judgement. Thus,

participants apparently have evaluated the digital text before they had time to engage

with the content or to reflect carefully on the adequate source features. It is interesting to

note that participants in this study were graduate students in library and information

science. This suggests that educational initiatives targeting critically reading of digital

texts may be helpful to students at all levels.

Synthesis
 The related literature of this study will give useful information and insights that

guide the researchers to determine the similarities, differences, and uniqueness between

the previous study and the present study.

Similarities. The previous and the present study the will use the standardized test

(Phil-IRI) to determine the reading comprehension level of the pupils and the use of

survey questionnaire to determine the impact of digital text.

Differences. The difference between this study to the previous study is that, the

previous study determines the factor that affects the reading comprehension while this

study, it focuses to the impact of digital text in areas of reading comprehension.

Uniqueness. The uniqueness of this study is that, the researchers use digital text

as an aid to determine the reading comprehension of the pupils rather than other reading

materials.

THEORETICAL FRAMEWORK
 This study is anchored of the following theories: (1) Metacognitive theory (2004)

(2) Dual-coding Theory (1990) (3) Multimedia theory (1990), (4) Schema Theory (2002)

(5) Mental Model Theory (2000), and (6) Theory of Connectivism.

Metacognitive Theory; (2004) of Klein et al states that metacognition involves

thinking about what one of doing while reading. His stated that strategic reader attempt

the following while reading; (1) Identifying the purpose of the reading before reading; (2)

Identifying the form or type of the text before reading; (3) Thinking about the general

character and uses of the types or form of the text. For instance, they try to locate the

topic sentence and follow supporting details towards a conclusion; (4) Projecting the

author’s purpose for the writing the text (while reading it) (5) Choosing, scanning or

reading in detail (6) Making continuous predictions about what will occur next, base of the

information obtains earlier, prior knowledge, and conclusions obtained within the previous

stages. This theory helps the present study because it serves as one of the foundational

theories to discuss the implication of digital text to reading comprehension.

Dual-coding Theory; (1990) According to Paivio (1990), images and words have

different cognitive representations, therefore, the brain uses separate memory systems

for different types of information: verbal memory and image memory. Verbal memory is

related to language systems, while image memory includes graphics, sounds, tastes, and

nonverbal thoughts. Pavio indicated that when verbal information is acquired from

sensory memory, it moves to verbal processors. Likewise, when visual information is

acquired, it moves from sensory memory to visual processors. The crucial point occurs

when information in either processor can activate the information in the other processor.

It is confusing, but think about when you see the word Shrek. People who have seen the
movie of the same name may promptly reference an image of green ogre. In this example,

the individual remembers both the text and the image because it is meaningful. In

contrast, for people who do not know Shrek, that word is less likely to trigger the image

processor. As a result, it is hard to remember.

Multimedia Theory (1990); Richard Mayer is an expert in multimedia learning. His

multimedia theory is drawn on Paivio’s Dual Code Theory (1990), Sweller’s Cognitive

Load Theory (1994), and Bruner’s Constructivist Theory. Mayer and his associate Mareno

(2000) conducted a study in deriving instructional design principles from cognitive theory

in multimedia learning. They suggest that active learning occurs when a learner engages

in three cognitive processes: selection, organization, and integration.

Selection: The learner selects relevant words for verbal processing and select

relevant images for visual processing. Based on Miller’s finding stated earlier, people are

able to process chunked information. During that time, learners must select relevant

words and/or images to be stored in verbal and/or visual memory systems to overcome

the limitations of memory.

Organization: The learner organizes words into coherent verbal models and

organizes images into the coherent visual models. The more we think about and organize

information in meaningful ways, the more we repeat information in our working memory,

and the more likely we are to remember it. Notice that our minds organize new information

in different ways. Some information may be arranged sequentially, hierarchically, or

randomly according to the nature of information, some may be organized based primarily

on an individual’s knowledge and previous experience.

 Integration: Mayer’s research has shown that learners learn better when

corresponding verbal and visual information are held together because it makes learning

more meaningful. Ideally, verbal and visual information are linked and assist each other;

therefore, when receiving verbal information and images simultaneously, the learner

processes different modes of information all at once.

How can these theories help designers create effective visuals for instruction? Lohr

(2003) proposes three principles of perception that parallel Mayer’s principles of selection:

organization, and integration of the cognitive processes. Some individuals find it difficult

to multitask because their minds have the tendency to pay attention to only one thing at

a time. For example, when we concentrate on keyboarding using a computer, we may

see almost nothing but the computer monitors. We ignore the keyboard itself. The monitor

is the “figure,” and the keyboard becomes irrelevant “ground.” However, when we look at

the keyboard to correct spelling, the keyboard becomes the “figure,” and the monitor turns

into the “ground.” The definition now is clear: the focus of our attention is the figure, and

whatever the mind is not focusing on is the ground. Instructional designers need to make

the most important information stand out and to reduce the amount of information that

memory needs to process. The use of big font, contrasting color, space, and shape are

strategies that direct attention to what is important.

Schema theory; (2002) (assimilations and accommodation). It holds that an

individual cognitive development follows a well-defined sequence of stages whereby he

acquires structures of schemes that enable him to deal with the word. An individual who

develops his reading comprehension skills has to assimilate and accommodate his ideas

and these are the stages of acquiring cognitive development. Therefore, this theory, our
background knowledge is very important in reading process. The reader brings previously

acquired background knowledge organized into interrelated patterns to the reading

process. The reader creates meaning by relating the text to his/her background

knowledge and also to their experience. This theory helps the present study because it

serves as one of the foundational theories to discuss the implication of digital text to

reading comprehension.

Mental Model Theory; (2000) this model can be thought as of as a mind movie

created in one’s head, based on the reading content. Gunning gives a detailed description

of this process, stating that a mental model is constructed most often when mental model

of the circumstance in which the character finds minds who herself the mental model

theory is reconstructed or updated to reflect the new circumstances of the situation

changes, but the item important to the main character are kept in the foreground

according to Armstrong (1994). This theory helps the present study because it serves as

one of the foundational theories to discuss the implication of digital text to reading

comprehension.

Theory of Connectivism. Connectivism is a propose as a learning theory for a

digital age. The concept of connectivism is base on the idea that internet technologies

have created new opportunities to learn and share information across networks. Learners

develop knowledge through pair and peer networks and online, and this connection are

more important than our current state of knowing (Siemens, 2004). Unlike other learning

theories, connectivism does not address transferring, making or building knowledge.

Rather, it is about how we grow or develop ourselves and our society in connected ways.

(Downes, 2012). Another perspective of connectivism is that rather than thinking about
how technology influences learning, we should think about how learning influences

technology, since social changes are greater than those occurring within technology

(Kizito, 2016).
 Theory of
Connectivism Metacognitive
Theory
(Siemens,
2003) (Kiein, 2004)

Mental Model Impact of digital Dual-Coding

Theory text in Reading Theory
Comprehension
(Armstrong, (Paivio, 1990)
2000)

Schema Multimedia
Theory
Theory
(Piaget,
(Richard
2002) Mayer, 1990)

Figure 1. Theoretical Framework

 CONCEPTUAL FRAMEWORK

This manuscript is about the impact of digital text in reading comprehension of

Grade VI pupils at Libmanan South Central School S/Y 2019-2020. This impact is

classified as: Vocabulary knowledge, Prior knowledge, Metacognition.

Input. The input of this study is the reading comprehension level in Grade VI,

reading level as to reading speed and comprehension level, as well as the Impact of

Digital Text in Reading Comprehension of Grade VI pupils at Libmanan South Central

school specifically: Vocabulary knowledge, Prior knowledge, Metacognitive information.

Process. The undertaking of this research includes the preparation, making and

validation of survey questionnaire and self-made test to determine impact of digital text in

reading comprehension of grade VI pupils as well as their Reading level. Statistical

treatment, analysis and interpretation of data were also use in this study.

Output. To determine the impact of digital text to reading comprehension of Grade

VI pupils.
 IMPACT OF DIGITAL TEXT TO THE READING COMPREHENSION OF GRADE VI

PUPILS

INPUT PROCESS OUTPUT

 Preparation, making
 Reading and validation of
Comprehension survey questionnaire
Level and standardize test
a. Noting Detail test to determine the
b. Vocabulary impact of digital text
 Determined
c. Getting the Main to reading
Impact of Digital
Idea comprehension
Text in Reading
 Impact of Digital  Validation of the test
Comprehension of
Text in Reading and the survey
Grade VI pupils
Comprehension questionnaire
a. Vocabulary  Administering the
Knowledge test and the survey
b. Prior Knowledge questionnaire
c. Metacognition  Statistical treatment
 Analysis and
interpretation of data

FEEDBACK

Figure 2. Conceptual Framework

 DEFINITION OF TERMS

For further understanding of this study, the conceptual and operational definitions

were given:

Reading Comprehension.

It pertains to the process in which readers construct meaning by interacting with

the text through the combination of prior knowledge and previous experiences (Laura S.

Pardo;2004). It also refers to the degree or extent of understanding of a written text

(Collantes 2006). Using digital text or materials as use for instruction, pupils can enhance

their knowledge and develop their skills in reading. In this study, it is the variables that is

being tested.

Digital text

Digital text or e-text is an electronic version of a written text. Digital text can be

found on the internet or on your computer or on a variety of hand -held electronic devices.

(Hardin, n.d.). Because of the advent of the 21st century, electronic gadgets such as E-

text become flexible in terms of improving reading styles of the reader and also it improves

readers’ way on how they comprehend the text they’ve read. In this study it is independent

variables that affects the reading comprehension of the pupils.

Noting detail

This refers to reading comprehension skills that involves speaking out, from a

piece of text, the particular pieces or pieces of information to achieve a given purpose.

(Developmental Reading Book 2). It is one of the parameters of reading comprehension.

 Vocabulary

This refers to the word used in a language. (Englishclub.com) vocabulary is said

to be critical to reading success for three reasons: first, comprehension improves when

you know what the word means. By means of browsing meaning through the internet,

learners can compare their ideas of what they know and what the source define the words.

It is one of the parameters of reading comprehension.

Getting the main idea

This refers to the ability to grasp the main idea and the central thought of the

reading materials. It is one of the parameters of reading comprehension.

Vocabulary Knowledge

This refers to the knowledge of words as well as the meaning of words. Vocabulary

Knowledge is more than just citing the definition of a word. It requires that the reader use

the word appropriately based upon a given context. (informed literacy. Com). Int his study,

it pertains to the area in reading comprehension that is affected by the digital text. Through

reading digitally, pupils may improve their comprehension by relying to the meaning and

understanding the text in the context.

Prior Knowledge

This refers to the knowledge that learner already has before they meet new

information. A learner’s understanding of a text can be improved by activating their prior

knowledge before dealing with the text, and developing this habit is good learner training

for them. (teaching English.org.uk). Digital text may enhance the learning of the reader
by connecting the words which they already know to the new information taken to a newly

reading resources or materials that may help improving their learning and reading skills.

Metacognition

Refers to “thinking about thinking. In reading this means the reader can think

critically about his/her own understanding as he/she goes. (saylordotorg.github.io). This

pertains to own awareness and understanding of one’s own thought or processes wherein

he/she develop learning without any help from others in comprehending the text.

ASSUMPTION

This study is based on the premise that the digital text impact the reading

comprehension of grade VI pupils.

HYPOTHESIS

This study is guided by the hypothesis that there is no significant relationship

between the digital text and the reading comprehension of the respondents.
 CHAPTER III

METHODOLOGY

This chapter presents the research design, setting, respondents, instruments,

validity, data gathering procedure, and statistical treatment.

Research Design

This study will use evaluative correlation method because we evaluate and identify

the levels of reading comprehension. Correlation method is use to correlate the impact of

digital text to the reading comprehension of the grade VI pupils.

Research Setting

This study will be conducted at Libmanan South Central School located at San

Isidro, Libmanan, Camarines Sur along Andaya Highway with a total distance of 15.2

kilometer away from Central Bicol State University of Agriculture-Sipocot.

This school is one of the cooperating schools of the university and the researcher

are interested to know the status of reading comprehension level of Grade 6 pupils in

order to give or offer help to the teachers and pupils of whatever result of the study will

have.

Respondents

The respondents of this study are the Grade VI pupils and English subject teachers

of Libmanan South Central school for the school year 2019-2020 with a total population

of 64 grade VI pupils and 6 English teachers. Grade VI-pupils are the respondents of this

study because they are more exposed and aware in using digital materials for reading
and they are able to comprehend already of what they have read and it is easy to

determine the reading comprehension level through the standardized test prepared for

them. Therefore, Grade VI pupils are advanced in level of maturity with it comes on

reading comprehension.

Instruments

In this study, the researchers will use standardized test (Phil-IRI) to determine the

reading level of the pupils, and survey questionnaire to determine the impact of the digital

text which will be distributed to the respondents are prepared. The focus of this study is

to determine the impact of digital text to the reading comprehension of grade VI pupils in

Libmanan, South Central School.

Validity

The researchers will ask for assistance and guidance from our adviser to check

and share his knowledge and expertise for the validation of the survey questionnaire. The

survey questionnaire is divided into three (3) impact: Vocabulary Knowledge, Prior

Knowledge and Metacognitive Information. A checklist with a scale of 4 to 1 will be

presented, where 4- highly effective, 3-effective, 2- moderately effective,1- least effective.

The standardized test (Phil-IRI) will be prepared to determine the reading level of the

pupils. The scale for the reading comprehension will be based on the scoring of Phil-IRI.
 Data Gathering Procedure

The researchers will prepare a letter approved by the research adviser and the

school principal for getting the number of grade VI pupils and the English teacher the

respondents of this study. Upon giving the standardized test in determining the reading

comprehension level of the pupils together with the survey questionnaire that identifies

the impact of digital text to their reading comprehension.

Statistical Treatment

For the analyzation of this study, the researchers will use statistical tools such as

frequency count and percentage technique that will be use to quantify and find the

frequency rate of the number of respondents in this study. Weighted mean and ranking

technique will be used to determine the impact of digital text to the reading comprehension

of the respondents. To determine the significant relationship between the reading

comprehension level and the impact of digital text to the reading comprehension of the

respondents, Person-product moment correlation will be used.