full thesis presentation

Reading attitude defined as an individual’s feeling about reading, caused learners to approach or avoid a reading situation.

According to Guthrie and Wigfield, 1997

Harris and Sipay (1990) Stated that, “pupils’ attitudes toward reading can be an important factor in their voluntary reading and reading achievement.”

Heilman, 1981 Reading comprehension defined as a process of making sense of written ideas through meaningful interpretation and interaction with language.

READING ATTITUDE ANDREADING COMPREHENSION AMONG THE SECOND YEAR EDUCATION STUDENTS MAJOR IN ENGLISH OF CITY COLLEGE OF TAGAYTAY ACADEMIC YEAR 2015-2016

Reading Attitude and Reading ComprehensionAmong the Second Year Education Students Major in English of City College of Tagaytay Academic Year 2015-2016

CHAPTER 1INTRODUCTION

CHAPTER 1 INTRODUCTION


BACKGROUND AND

RATIONALE OF THE STUDY



BACKGROUND AND RATIONALE OF THE STUDY

Mathewson’s (1994) model, which based on tripartite view of attitude, suggests that attitude toward reading encompasses evaluative beliefs about reading, feelings about reading, and readiness to read.




These three components in Mathewson’s model are expected to influence intention to read or continued reading, as well as further affect aspects of reading behavior such as attention, strategy use, and reading comprehension.




The McKenna, Kear, Ellsworth (1995) model of reading attitude acquisition, while taking into account Mathewson’s constructs, addresses the possibility that social structure and environment may also affects reading attitude.




Reading comprehension, according to McKenna et al. (1995) is related beliefs about the outcome of reading. At the same time, comprehension is also linked to the reader’s perception of the value of reading, which is very much contextually defined. If the value of reading is perceived to be low, “the development of reading ability will be constrained.”




Day and Bamford (1998) identified four sources of attitude toward second language reading: attitude toward first language and its culture and speakers, and the second language classroom environment.




Both Day and Bamford, and the McKenna et al. model link the reader perception of the value of reading with reading ability. Second language readers, who in most instances are struggling learners of the language, may place a low value on reading as a way of avoiding reading frustration.




As for the previously mentioned condition, the researchers had conducted an investigation on the correlation of reading attitude on reading comprehension of the Second Year Education students Major English of City College of Tagaytay Academic Year 2015-2016.



STATEMENT OF THE PROBLEM




It seeks to answer the following specific questions:1. What is the level of reading attitude

among the Second Year Education students Major in English of City College of Tagaytay Academic Year 2015-2016?




2. What is the level of reading comprehension among Second Year Education students Major in English of City College of Tagaytay Academic Year 2015-2016?




3. Is there significant relationship between reading attitude and reading comprehension among the Second Year Education students Major in English of City College of Tagaytay Academic Year 2015-2016?



CONCEPTUAL FRAMEWORK



Independent Variable

Reading Attitude

Dependent VariableReading

Comprehension

Literal Inferential/

Interpretive Applied/Critical

CONCEPTUAL FRAMEWORK

Figure 1.A Schematic Diagram of the Relationship between the Variable



SCOPE AND DELIMITATION OF THE STUDY



SCOPE AND DELIMITATION OF THE STUDY

This was delimited in only two variables namely: independent which is the reading attitude and dependent, which is reading comprehension. The study conducted among selected second year Students Major in English at the City College of Tagaytay, Tagaytay City February 2016.



SIGNIFICANCE OF THE STUDY



SIGNIFICANCE OF THE STUDY

The result of the study will be beneficial of the following sectors:

English Teachers Students School Administrators Curriculum Planners Future Researchers Parents

CHAPTER 2REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES


Melissa Jensen in her periodical “Issues and Trends in Reading (pp. 23)”

RELATED LITERATURE

READING ATTITUDE

Richardson and Anders (1991) on the book “Principles and practices of teaching reading (pp.436),”.

In the magazine “Journal of Educational Psychology (pp. 18-19)”. Thorndike (1917)



RELATED LITERATUREREADING COMPREHENSION

Cleland (1965) in the publication “Journal of Literacy Research (Vol. 1, pp. 63-64)” proposed a construct or model

Despite the fact that there is divergence over the specific types of comprehension skills, the majority of studies have found reading comprehension to be composed of three broad categories at the very least: literal comprehension, inferential comprehension, and applied comprehension, which later on studied by Karlin (1971).



RELATED LITERATUREREADING COMPREHENSION

According to Russ (1989), explored the relationship between the attitudes of secondary students toward reading and their academic achievement. Russ concluded that higher positive attitudes toward reading correlated significantly with exceptional performance in reading.



RELATED LITERATUREREADING ATTITUDE AND READING COMPREHENSION



RELATED STUDIES

Attitudes toward reading, defined as an individual’s feelings about reading, caused learners to approach or avoid a reading situation (Guthrie and Wigfield, 1997),



RELATED STUDIESREADING ATTITUDE

Harris and Sipay (1990) stated that, “pupils” attitudes toward reading can be an important factor in their voluntary reading and reading achievement.”




Seitz (2010), in her research in the field of reading discovered that student’s engagement with literature needs to begin with enjoyment.




Factors that contributed to a positive attitude among adolescents included:• believing that reading is important• enjoying reading• having a high self- concept as a reader• having a verbally stimulating home

environment where verbal interaction takes place regularly




Spiegel (1994), who investigated parents of successful readers, recognized the importance of positive role models for reading. What parents do in their homes (their literacy environment) significantly affected the development of positive attitudes toward reading.




Discourse processing researchers almost unanimously define comprehension as the formation of an internally consistent mental representation of text, through the process that combines information from text with the reader’s prior knowledge.



RELATED STUDIESREADING COMPREHENSION

Comprehension entails three elements;• Reader• Text• Activity



RELATED STUDIESREADING COMPREHENSION

Kelly Partin(2002) in her thesis “The Relationship Between Positive Attitudes Toward Reading Environment”



RELATED STUDIESREADING ATTITUDE AND READING COMPREHENSION

CHAPTER 3RESEARCH METHODOLOGY

Descriptive- correlation design Survey type of research

RESEARCH DESIGN

CHAPTER 3 RESEARCH METHODOLOGY


The research was conducted at the City College of Tagaytay, Tagaytay City, Cavite during the Academic Year 2015- 2016.

RESEARCH LOCALE



The respondents of the research select Second Year students who are Major in English.

RESEARCH RESEPONDENTS



There were seventy one (71) second years Major in English Education students at City College of Tagaytay. The number of sample was determined using Sloven’s Formula (Sevilla, et. Al. 1998).

RESEARCH SAMPLING METHOD



𝑛=𝑁

1+𝑁𝑒 ²

RESEARCH SAMPLING METHODCHAPTER 3 RESEARCH METHODOLOGY


Where:n = sample sizeN = total populatione = desired margin of error(0.05)1 = constant

Thirty (30) respondents were chosen through simple random sampling.

The researchers used the Adult Survey for Reading Attitude (ASRA) by Brown and Engin (1976) to measure the reading attitude.

RESEARCH INSTRUMENTS



The researchers used the Compass/ESL a reading replacement test to measure the reading comprehension among the respondents, this is a multiple- choice test which comprises (8) items for reading comprehension.

RESEARCH INSTRUMENTS



The researchers prepared letters before conducting research. These include:

1. Letter to the College President for the approval to conduct a research.

2. Letter to the College Registrar for the official enrollees of the second year Education students.

RESEARCH DATA GATHERINGCHAPTER 3 RESEARCH METHODOLOGY


Results of the research were analyzed through a descriptive analysis for computing the mean and the standard deviation of each item (Mustapha, et. Al. 2006). The reading attitudes of the respondents were analyzed by means of tallying their scores on the 40- item test (rating scale). The researchers computed the raw scores.

DATA ANALYSISCHAPTER 3 RESEARCH METHODOLOGY


The reading attitude analyzed as:Very High = 168- 200High = 136-167Average = 104- 135Low = 72- 103Very Low = 40-71



The reading comprehension level of the respondents was analyzed by getting the raw scores of the 8- item test (multiple choice response) among each of the respondents.



The comprehension was analyzed as:Very High = 8High = 6-7Average = 4-5Low = 2-3Very Low = 0-1



The researchers computed the frequency, mean and standard deviation.

The relationship between the variable was analyzed through the Pearson Product Moment Correlation

