FACTORS THAT AFFECT THE READING PERFORMANCE OF GRADE

1 PUPILS WITH AND WITHOUT PRE-SCHOOL EDUCATION

A Thesis Presented to this Faculty of the Teacher Education Program
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In Partial Fulfillment of the Requirements in Thesis 2

CLAUDINE Z. CORDERO
October, 2014















Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Reading is the mother of all skill; according to Santiago (2003) of
the Department of Education National Capital Region. Reading covers the
three Communication skills. If you are a good listener, you will be able to
pronounce the word correctly. Then, you will develop the speaking skill.
Having a wide vocabulary through reading, a person can effectively apply
it by means of writing. An important area of difference among the four
communication skills is the childs command of vocabulary.
Learning to read or to develop reading skills is a sequential and
development process that involves a program for acquiring and
developing reading concepts and skill. This is based on the perception
that the periods or stage in developing reading skills coincide with the
developmental stages of individual growth. Needless to say process in
reading happens gradually and progressively. Each period fades gradually
into the other and actually overlaps with the next. Theres no sharp
dividing line between these periods. (Alcantara,2003) In psychology, the
law of readiness states that. When a bond is ready to act, for it to act is
pleasant and satisfying, but for it not to act annoying or frustrating, at
present, however, the latest concept advance by Jerome C. Brunner
states that, one can help child to get ready by developing pre-requisite
skill in an interesting and meaningful way.
In This stage, the teacher prepares the pupils to learn how to read,
guides the child in inquiring functional listening and speaking vocabulary,
initiates using real or concrete objects such as alphabet blocks, toys,
picture book; imparts skills in auditory and visual discrimination, motor-
ocular coordination, introduces fun experience such as listening to the
stories, reading rhymes, and childrens poems; impart acquisition by the
child of a basic sight vocabulary using pictures, configurations, actions,
and context clues; introduces phonetic and structural lessons and impart
lessons to make a child ready for the next step of study/most importantly,
the children are prepared to begin the new challenge which is the formal
schooling.
It is at this point that the researcher conducts the study as to
determine the factors that affect the reading performance of grade 1
pupils with and without preschool of Lagao 2
nd
Bo. Elementary School in
the school year 2014-2015.




Theoretical Framework

Conceptual Framework of the Study

INDEPENDENT VARIABLE DEPENDENT VARIABLE

















Figure 1 Factors that Affect Reading Performance of the Respondents as
the Independent Variable and Figure 2 presents the Level of Reading
Performance of the Respondents as the Dependent Variable.

Factors
That
Affect
The
Reading
Performance


Level
Of
Reading
Performance


Statement of the Problem
This study aimed to determine the factors that affect the reading
performance of Grade 1 pupils with and without pre-school education in
Lagao 2
nd
Bo. Elementary School during school year 2014-2015.
Specifically it sought answer to the following questions:
1.) What are the factors that affect the reading performance of Grade 1
pupils in Lagao 2
nd
Bo. Elementary School?
2.) What is the level of reading performance of Grade 1 pupils with and
without pre-school education?
3.) Is there a significant relationship between the factors and level of reading
performance of Grade 1 pupils with and without pre-school education?
Hypothesis of the Study
The hypotheses to be pursued in this study are as follow. Sub-
problems number one (1) and two (2) are hypothesis free. Ho3: there is no
significant relationship between the factors that affect reading performance
and the level of reading performance of the respondents with and without
preschool experience.
Significance of the Study
This research was conducted with the hope that it would benefit
the following:

School Administration- the outcome of this study will be able to provide
evaluation of the effectiveness of preschool curriculum, and enable them to
determine the kind of programs needed by the preschool/elementary teacher in
teaching reading subject.
Preschool/Elementary Teachers- this study will provide them
information with the necessary guidelines that will help them understand better
their respective roles in the school. It will create awareness among elementary
teacher to improve their teaching execution, and learning environment for the
pupils to become ready in all the aspects of learning process.
Parents- the outcome of this study will provide an insight for them to be
involved in the realization of an improved reading performance and
reinforcement of learning at home. And also to work together with the teachers
and administrators as advocates of child-sensitive preschool programs.
Government- this study will provide an over view to the government in
formulating policies for the inclusion of pre-elementary education and in
giving greater financial support for the operation and maintenance of the
program.
Future Researcher- the result of this study will hopefully become
the guidelines of the future researches that will provide them the data and
information related to their present and future research works.

Scope and Limitation of the Study
This study was limited in determining the factors that affect the
reading performance of Grade 1 pupils with and without pre-school
education of Lagao 2
nd
Bo. Elementary School during school year 2014-
2015.
Definition of Terms
The terms used in the study were conceptually and operationally defined
as enumerated below. These are expected to enlighten and make this study
comprehensible to the readers.
Preschool Education- where children whose age ranges from 4 to 6
years old are enrolled. (Nursery and Kindergarten)
Kindergarten Children- describe children who have undergone formal
education at ages 5 to 6.
Nursery Children- describe children who are between the ages 3 to 5
who have undergone nursery class.
Reading Readiness Period- is a period or stage of development
where a child prepare or getting ready for maturity period.
Independent Level- the reading level of a child who can manage to
read alone and comprehends without the help of parents and teachers.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a Review of Related Literature and Studies that
are related to the present study.
Related Literature
Language arts concern the ability to communicate with others thought
and feelings. Likewise, it is used to convey meaning in different forms of
communication such as written, spoken, sign, facial, gestures, pantomime
and art. There are four modes of communication, namely, listening, speaking,
reading and writing. The communication art is like likewise interrelated with the
learners behavioral and mental processes. The child progress in any
communication art depends upon his growth in the others. Thus, instruction that
facilitates improvement in one communication art is likely to strengthen the
gains in the other communication arts. Language is basically oral. Students
should develop their listening and speaking skill side by side with her reading
and writing skill. Listening and reading are active forms of communication
(Alcantara, 2003)
Reading is very important aspect in education because competence in
reading can open the door to a wide-wide store of knowledge and information. It
is subtle and complex process that involves sensation, perception,
comprehension, integration, and application. It is a means that enables man to
ponder the mysteries of the world, to explore the accumulated knowledge and to
contemplate the unknown. It is magic key to the world of enlightenment and
enjoyment. Reading is the basic tool to all subject areas. All subjects in the
elementary school such as arithmetic, science, makabayan, spelling and other,
require competence in reading to understand the relationship between these
subjects.
Reading is a complex process. Reading performance is affected by the
number of correlates so that it is not easy to explain why an individuals reading
performances may be satisfactory or unsatisfactory. Those individuals having
difficulties in achieving reading skills may be affected by any of the following
conditions or factor. Some of these include the physiological, environment,
sociological, parent factor and teacher factor. Each of these factors influences to
some extent ones performances. One of them through may appear to be more
influencing factor than the rest.
Learning to read or to develop reading skills is a sequential and
development process that involves a program for acquiring and developing
reading concepts and skill. This is based on the perception that the periods or
stages in developing reading skills coincide with the development stages of
individual growth. Needless to say process in reading happens gradually and
progressively. Each period fades gradually into the other and actually overlaps
with the next. Theres no sharp dividing line between these periods.
(Alcantara,2003)

The first stage in read in development is the reading readiness period. This
period is often called the getting ready for maturity period. A child who has just
starting to go to school or those too immature or inexperienced to beginning
formal reading work of this period of development. Furthermore, researchers
have reported that a remarkable stage of intellectual development that
approximately 40% of all growth in human intelligence occurs between children
aged 3-6 years old. The stage of preparatory education coincides with the
period of developing reading skills. (Calero, 1975:3)

According to (Anderson, 2000) reading is a mental process, not getting
from print, but engaging the readers mind to decode meaning. Reading requires
thinking. It is not just speaking the words and symbols but rather thinking and
speaking, where is a direct relation between the readers and on what he is
reading it is form of exercise in the mind like in the body.

Preschool education is the provision of education for children be
commencement of statutory education; usually it is between the ages of three
and five, dependent on the jurisdiction. Preschool is also known as nursery, or
kindergarten. In preschool year, the child has an extensive vocabulary. He
understands far more words and sentence forms than he can utilize in his own
oral expression.
An individual who has interest in reading is said to acquire great learning
because it is in reading that we get our 98% of learning. Reading can be
considered as a dominating factor towards the intellectual development of a
child. That is why the very objective of each school, especially preparatory
school, is to stimulate the child to want to read, be interested to learn how to
read. As early as pre-school years, the vending performance of a child is
develop, the more chance it is his/her intellectual capacities to grow.
(Clifford and Scott-Little, 2005) stated that school readiness is a hot
topic, assessing a child is a theoretically, psychometrically and logically difficult.
Data on the condition of the children as they arrived from school are important in
interpreting later accountability measures helpful to understand how well early
child service performs in raising developmental level at young children prior to
entering the school and data on the condition of children entering school to help
designing and implementing educational program for children.
In addition, (Chua,2005) stated that a home could influence the pupils
reading skills, that at home some parents put pressure to child to have high
grades, wanting him to jump through several developmental stage at once.
Children should not always experience frustration at an early age. They need to
assimilate a quite time to digest skill already learn. In the intellectual book
magical Joseph Chilton Pearce as cited by (Chua,2005) states that, children
learn and develop, when home and school work close together an
unstimulating home development device the child stimuli.
Preschool readiness, according to the environmentalist, is the age or
stage when young children can respond appropriately to this environment of the
school and the classroom. The ability to respond appropriately to this
environment is necessary for young children to participate in teacher initiated
learning activities. Success is dependent on the child following instruction from
the teacher or the adult in the classroom. Many environmentalist influenced
educators and parents believe that young children learn best by rote activities.
At home, parents many provide their young children with workbooks containing
activities that require little interaction between parents and child. When young
children are unable to respond appropriately to the classroom and school
environment, they often are labeled as having some form of learning disabilities
and are tracked in classroom with curriculum designed to control their behaviors
and responses.
The environment has to be ready and beautiful for the children which
invite them to work. Montessori refers to the activity that a child does or what
people might call a play. She calls this work since it is through this that they
create something from themselves and it is simply not to play. Their play is their
work and still, they are enjoying it. The adults role then is to construct their
environment in which they will learn. The development of the child is dependent
therefore on the environment he is in, includes their parents.
Part I

Indicators (Often)
(Madalas)
(Sometimes)
(Minsan)
(Never)
(Hindi)

























Indicators (Often)
(Madalas)
(Sometimes)
(Minsan)
(Never)
(Hindi)





Indicators (Often)
(Madalas)
(Sometimes)
(Minsan)
(Never)
(Hindi)

Part II