Parañaque National High School- Main

Kay Talise St., Dr. A. Santos Avenue, San Dionisio, Parañaque City

Senior High School Program- Academic Track, Humanities and Social Sciences Strand

In Partial Fulfilment of the Requirements in Practical Research 2 School Year 2023 - 2024

Assessing Reading Comprehension Proficiency in Grade 12 HUMSS Learners with

Submitted by:

Bongaitan, Jelvin L.

Guerrero, Job D.

Perez, Justin O.

Clores, Hynna M.

Jamora, Jhoana P.

Orcajada, Ma. Eicelle M.

Villanueva, Princess Jannah R.

Submitted to:

Dr. Richard Ribleza

Research Adviser

November 10 2023
 Chapter 2: Review of Related Literature and Studies

This chapter compiles pertinent literature and studies, delving into the researcher’s

exploration to highlight the importance of our study titled “Assessing Reading Comprehension

Proficiency in Grade 12 HUMSS Learners with Multilingual Backgrounds: A Quantitative Study

at Paranaque National High School Main.” These resources contribute to a profound

understanding of the effects associated with a multilingual background. Additionally, it

articulates a synthesis of existing knowledge to foster a more thorough comprehension of the

research context.

Foreign Literature

Reading is valuable as a source of information, and everyone has the right to learn.

Although reading is almost free for everyone, it is not just available to students at institutions

with walls around them, where access is difficult for others. Even though reading is something

that everyone should do to improve their understanding of life, people from low-income families

are unable to attend these institutions to learn or read. Akhtar, N. (2019) Stated that it is

recommended that students may be provided with reading material at nearest place and parents

should also show interest in reading so that children may follow them accordingly. It is also

discovered that the interest of students is connected with the reading interests of their dads and

the books that are available at home or in the closest library.

The four variables that have been found to affect reading comprehension—vocabulary

knowledge, word decoding proficiency, reading fluency, and general language ability—were
used to evaluate the participants. The relevance of vocabulary knowledge for reading

comprehension is shown by our findings, which indicate that variations in vocabulary knowledge

explain greater variance in reading comprehension scores than the other components looked at in

this study. Nonetheless, it has also been demonstrated that other elements like reading fluency

and general language competence are somewhat to highly predictive of reading comprehension.

These findings lead us to hypothesize that in order to improve their comprehension of academic

texts, EAL (English as an Additional Language) learners require focused linguistic assistance.

Brooks, G. et al. (2021).

Reading fluency orally and the three sub-factors of motivation—reading value, reading

self-concept, and literacy out loud (social interactions concerning literacy)—contribute to the

overall picture. The findings underline the need of incorporating motivational elements into the

language arts curriculum throughout the early stages of reading acquisition and support the idea

that the cognitive approach to reading cannot fully account for variance in reading

comprehension. Improvement in reading achievement was correlated with a positive shift in

one's perception of oneself as a reader over the academic year. (Nevo et al., 2020)

In bilinguals, both decoding and oral language proficiency improved reading

comprehension; however, oral language proficiency had a greater impact on reading

comprehension than did decoding. The importance of language exposure through complementary

schools and other activities outside the home for the preservation and development of the

heritage language is highlighted by the possibility that language use of the minority language
outside the home could significantly predict reading comprehension in the minority language.

Papastefanou, T., Marinis, T., & Powell, D. (2021).

The capacity to successfully converse in three or more languages by an individual

speaker or by a community of speakers is known as multilingualism. Grutman, R. (2019) Found

that Multilingualism and bilingualism seem to be differentiated by the number of languages

spoken, albeit in sociolinguistics, at least, the latter term has come to include the former. Many

definitions also operate under the presumption that the languages involved are spoken in the

same space.

Correlation study demonstrated a substantial association between second language

reading comprehension and first language vocabulary knowledge. Half of the variance in second

language reading comprehension was explained by first language reading comprehension and

second language vocabulary, according to the hierarchical regression analysis. This result is

consistent with current theories regarding the processes influencing cross-linguistic transfer.

Kalaitzi, Areti. (2020). The phenomenon known as Cross-Linguistic Transfer is claimed to

happen when an L2 is acquired after an L1. In this case, the learner will rely on the L1 in the

process of L2 learning.

Local Literature
 In the academic setting, reading is a vital tool. Reading is a requirement for most, if not

all, of the activities in a variety of college courses. The successful reading and comprehension of

textual materials is influenced by a multitude of elements. The reader’s vocabulary size and

reading motivation are just two of the many variables. In the academic setting, reading is a vital

tool. Reading is a requirement for most, if not all, of the activities in a variety of college courses.

The successful reading and comprehension of textual materials is influenced by a multitude of

elements. The reader’s vocabulary size and reading motivation are just two of the many

variables. Gunobgunob-Mirasol, R. (2019).

Teaching should not only be centered on the developing minds of the pupils, but also take

their affective components into account. It is therefore advised to use an integrative teaching

approach in the classroom that assesses each student’s cognitive and affective domains. And as

stated by Augusto, W. (2022) Guidance counseling should also be strengthened in every school.

Students can obtain customized solutions to address unique issues and improve their

comprehension of written material through individualized instruction. Additionally, fostering

students’ understanding skills is greatly aided by using a teaching approach that incorporates

interactive techniques, comprehension-focused activities, and a positive learning atmosphere.

The growth of students’ vocabulary is positively correlated with their grammar and

attitude learning competencies, but only their oral reading fluency is proven to be age-related. It

also revealed a relationship between the students’ parents’ monthly income and their

development of vocabulary, grammar, writing composition, and attitude learning competencies.

write composition and listen comprehension. Tadeo, G.P. (2020). This underscores the

interconnectedness of economic circumstances with language development and broader

educational outcomes, highlighting the need for a comprehensive understanding of the diverse

factors shaping students’ academic proficiency.

Alvarez & Lumapenet, H. (2023) explained that as teachers grasp the substance of classes

in order to confidently provide training to the learners to process each reading activity, the

pupils’ reading comprehension abilities will be successfully enhanced. Children's reading

abilities must be determined through the application of reading techniques. A more

comprehensive approach to teaching reading is appropriate if it prioritizes the concepts and

sounds of letters and syllables above isolated basic words.

Students’ reading comprehension is much improved when context clue tactics are

incorporated into the teaching process. After using these tactics for a longer period of time,

students demonstrate a discernible increase in their ability to recognize and decipher context

clues in the text, which in turn raises their comprehension scores overall. This emphasizes how

crucial it is to demonstrate context clue techniques consistently and methodically in order to

promote long-lasting improvements in pupils’ reading abilities. Oclarit, R. P. (2021).

Nevo, E., Vaknin‐Nusbaum, V., Brande, S., & Gambrell, L. B. (2020). Oral reading fluency, reading motivation and
reading comprehension among second graders. Reading and Writing, 33(8), 1945–
1970. https://doi.org/10.1007/s11145-020-10025-5

Grutman, R. (2019). Multilingualism. In Routledge encyclopedia of translation studies (pp. 341-346). Routledge.

Papastefanou, T., Marinis, T., & Powell, D. (2021). Development of Reading Comprehension in Bilingual and
Monolingual Children—Effects of Language Exposure. Languages, 6(4), 166.
https://doi.org/10.3390/languages6040166

Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the Importance of vocabulary for English as an additional
language learners' reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376.

Kalaitzi, Areti. (2020). Reading comprehension in the second language. The relationship between second language
reading comprehension, second language vocabulary and first language reading comprehension.
http://urn.nb.no/URN:NBN:no-83373

Gunobgunob-Mirasol, R. (2019).Vocabulary Size, Reading Motivation, Reading Attitudes and Reading

Augusto, W. (2022, April 18). CORRELATION OF STUDENTS’ LEVEL OF READING COMPREHENSION IN

FILIPINO LANGUAGE AND SELF-ESTEEM.

https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/255050

Tadeo, G. P. (2020, April 7). Relationship of the use of Mother Tongue-Based Multilingual education to the English

learning competencies of pupils. https://www.paressu.org/online/index.php/aseanjbh/article/view/175

Alvarez, I & Lumapenet, H. (2023). Employing Reading Intervention Activities And Teachers’ pedagogical

Practices In Developing Pupils’ reading Skills.https://www.researchgate.net/profile/Husna-Lumapenet/publication/

371701627_EMPLOYING_READING_INTERVENTION_ACTIVITIES_AND_TEACHERS’_PEDAGOGICAL_
PRACTICES_IN_DEVELOPING_PUPILS’_READING_SKILLS/links/6491705fc41fb852dd19c089/

EMPLOYING-READING-INTERVENTION-ACTIVITIES-AND-TEACHERS-PEDAGOGICAL-PRACTICES-

IN-DEVELOPING-PUPILS-READING-SKILLS.pdf

Oclarit, R. P. (2021). Strengthening the reading comprehension of students using a context clue.

Ejournal.undiksha.ac.id. https://doi.org/10.23887/jere.v5i3.34772