LIBRARY UTILIZATION AND READING SKILLS OF SENIOR HIGH SCHOOL

STUDENTS IN MARYKNOLL HIGH SCHOOL OF STO. TOMAS

A Research Paper
Presented to the Research Committee of
Sto. Tomas National High School
Senior High School Department

In partial fulfillment of the

Requirements for Applied 7 – Inquiries, Investigation, & Immersion

By:

EDMALYN R. CANTON
MARIEL KEY P. LAGAMAO
MIKKA SHAINA J. PADUA
EMALYN G. GALOTERA
MYLA C. MORGIA

March 2020
 CHAPTER 1
INTRODUCTION

Rationale
Learning to read is complex. Good beginning reading instruction

teaches children how to identify words, comprehend text, achieve fluency, and

develop the motivation to read. Globally, a library caters as a collection of

sources, resources, and services to the readers. More so, according to

Adeoye and Popool (2011), library is not just a reservoir of knowledge,

information and human experience but has also made provision for accessing

this treasure.

However, in the previous studies, an estimated of 8.7 million secondary

students are unable to read and comprehend material in grade appropriate

text books due to lack of literacy and ignorance (Gallagher, 2009). In addition,

Bashir and Mattoo (2012) found out that other students have poor reading

habit that affects their academic achievement. Moreover, students with low

literacy skills have less access to the regular curriculum, are prone to poor

self-esteem, low motivation, behavioral problems, and academic

underachievement (Blickenstaff, Halliquist, and Kopel, 2013). Besides,

reading failure has been linked to poor academic performance, anxiety, and

depression, high unemployment, increased risk of turning to crime and

increase risk of alcohol and drug dependency (McNally, 2008).

Notwithstanding the issues faced in reading skills, the Department of

Education (DepEd) is in the process of upgrading its library services to

provide student’s learning with pertinent instructional materials. Hence, it is

essential to improve the access, usage; their school libraries adopt these

standards in order to render quality service towards students.

Meanwhile, utilization of school library is linked to reading skills,

because according to Fayose (2001), in Nigeria, the schools sees that library

have a sole responsibility of ensuring relevant academic resources available

for all members of the academic community including meeting national and

information needs. Therefore, students and faculty should be armed with

information sourcing skills for accessing information from available sources.

The researchers have not come across of a study establishing the

relationship between utilization of school library and reading skills in the local

setting. The study will focus on the relevance of school library to the reading

skills of the students. Thus, there is need to conduct this study.

Moreover, the researchers are interested in coping with the issues in

utilization of school library and reading skills. So, the research will be

conducted to Maryknoll High School of Sto. Tomas. to determine the level of

library utilization and recommend strategies that will develop the reading skills

of the students.

The researchers also find the urgency to conduct this study to find out

what indicator in the library utilization and reading skills of the students has

the urgency to cope up with. Moreover, this study might be a great help for the

students’ enhancement and development on the utilization of library and their

reading skills.
Research Objectives

The main thrust of this research was to determine the relationship

between utilization of library and reading skills of students in Maryknoll High

School of Sto. Tomas. Specifically, it has the following objectives:

1. To describe the level of the school library utilization of students in

Maryknoll High School of Sto. Tomas in terms of;

1.1. Frequency of visit;

1.2. Purposes of visit, and;

1.3. Resources utilized

2. To determine the level of reading skills of the students in terms of;

2.1. Decoding;

2.2. Fluency, and;

2.3. Vocabulary

3. To ascertain the significant relationship library utilization and reading skills

of students in Maryknoll High School of Sto. Tomas..

4. To determine which domain of library utilization significantly influences the

reading skills of students in Maryknoll High School of Sto. Tomas.

Hypotheses

With the objectives stated in the study, the following null hypotheses

will be tested at 0.05 level of significance.

1. There is no significant relationship between library utilization and reading

skills of students in Maryknoll High School of Sto. Tomas..

2. There is no domain in the utilization of library that significantly influences

the reading skills of students.

Theoretical Framework

This research will be anchored on the proposition of Jerome Bruner

(1960) that embodies his view on the mental activities of the human mind that

is valuable and necessary for understanding how people learn. Bruner claims

that knowledgeable and reading skills can be seen as a symbolic mental

construction on which people are rational beings that require active

participation and exposure to learning materials to learn, and whose actions

are consequences of thinking. Important learning outcomes involves as

interaction between basic human capabilities and culturally invented

technologies and resources that will serve as amplifiers of these capabilities.

These are not just concepts, categories, and problem-solving procedures but

also the ability to construct ideas for ourselves. Language serves to mediate

between environmental stimuli and the individual’s response. Thus, the aim of

education is to create autonomous learners (Brunner, 1966).

Another theory will be anchored to the proposition of Jean Piaget

entitled Cognitive Development Theory (1936) which pertains to the mental

process and how they are influenced by both internal and external factors in

order to produce meaningful learning, intended for reading skills of a students.

Furthermore, this theory says that students who are exposed to a lot of books

will pick up language and literacy more quickly.

Conceptual Framework

The conceptual paradigm is presented in Figure 1. The independent

variable is library utilization, with the following indicators: frequency of visit,

visit purposes, and resources utilized.

Frequency of visit. Fayose (2001) defined as the number of visitations,

or how often which made by a student. More so, through visiting the library

can encourage reading and exploration for students. Students can learn at

every turn. Even being responsible for returning books on time can teach

some basics of responsibility (Cannon, 2016).

Purpose of visit. According to Hussain and Abalkhail (2013) purpose of

visit refers to the students who have a valid reason to visit in library just to find

out whether they come to satisfy their information needs for research

requirements or for general readings. Furthermore, Nilsen (2003) added that

the primary purpose of the library is to provide resources and services in a

variety of media to meet the needs of individuals and groups for education,

information and personal development including recreation and leisure.

Resources utilized. It refers to the sources being used by the students

every time they visit to the library Fayose (2001). In the same manner, it is the

extent to which the resources and services of the library are actually used for

teaching, learning, and research (Akpe, Ajav, and Ngunna, 2018).

 Independent Variable Dependent Variable

Reading Skills
Library Utilization

 Decoding
 Frequency of visit
 Fluency
 Purposes of Visit
 Vocabulary
 Resources Utilized

Figure 1. Conceptual Framework Showing the Variables of the Study

On the other hand, the dependent variable is reading skills, alongside

with indicators named: decoding, fluency, and vocabulary.

Decoding. It refers to the ability to decode printed texts into meaningful

language units is critical to reading for the readers (Wang, Sabatini, O'Reilly,

and Weeks 2019). Meanwhile, Stanovich (1986) asserted that having a

decoding, there is strong and persuasive evidence that children who get off to

a slow start rarely become strong readers. In addition, through decoding, it

brings wide reading in order to grow in vocabulary, concepts, and knowledge

of how text is written.

Fluency. This indicator will be conceptualize on which pertains to a

reader who has fluent reading makes reading effortless by using appropriate

meaning units and immediately recognizes words. As the student with fluent

reading makes an automatic reading, they know how to associate words

quickly in order to comprehend text (Tankersley, 2003). Additionally, it

describes by improving automatic word reading, thus releasing a reader’s

cognitive resources to focus on meaning (Stevens, Walker, and Vaugn, 2017)

Vocabulary. This indicators pertains to the words are the basic building

blocks of language, the units of meaning from which larger structures such as

sentences, paragraphs, and whole texts are formed (Read, 2000). In the

same way, it is related to content areas other than English, such as social

studies, mathematics, and science, they are required to utilize their

background knowledge and prior experiences about a topic to make sense of

the word (Glende, 2013).

Significance of the Study

A thorough understanding and knowledge of the factors that have an

impact on reading skills of a student and it may eventually benefit the students

for it will give them a perspective in giving importance to the utilization of

school library not only for their reading skills but their personal growth as well.

Department of Education (DepEd). The findings of this study will

provide future reference and immense benefit to educational policy makers

and implementers as it would serve as a guide in formulating and

implementing relevant educational policies relating to school library

services.

Principals. This study would benefit for them, as it would unmask the

role of the school library in secondary school system of education,

especially as it relates to enhancing education.

 School administrators. This will benefit them to see the importance of

functional and conducive library in the reading skills of the students and also,

finding a long lasting solution to the problem of falling standard of education in

school institutions.

For students. This will benefit them as it explains the professional

practice of school library thereby helping in creating more aware-ness of

the use and usefulness of school library and its maximum usage as

information resources custodian.

For future researchers. This study would help student researchers to

be aware and knowledgeable involving within school premises. It would

assist them to be a better analyst, and it can be be a basis for reference for

more studies in the future.

Definition of Terms

To establish a standard frame of reference, the terms are defined

operationally and conceptually.

Library Utilization. This refers to the act of going to the library to

avail services and resources offered by the school (Garcia, Beceos, and

Jacinto, 2013). In this study, it can be measured by the frequency of visit,

purposes of visit, and resources utilized by the students in the library.

Reading Skills. This refers the ability of a person to interact and gain

meaning from written language. (Volkmar, 2013). In this study, it can be

measured by decoding, fluency, and vocabulary of students in reading

materials.
Review on Related Literature

This literature will present different views from related studies about the

independent variable library utilization, which comprises of frequency of visit,

purposes of visit and resources utilized. This also provides discussions of

relevant studies for the dependent variable customer satisfaction with

indicators of decoding, fluency, and vocabulary. The last part discussed the

correlation between the independent and dependent variables.

Library Utilization

The library, generally referred to as the knowledge hub of higher

education institutions, is saddled with the responsibility of supporting the

teaching, research and community engagement functions, especially in the

university (Salubi et. al, 2018). Meanwhile, in the study of Akanwa (2017)

asserted that the improvement of school library will systematically assist in the

development of reading habits as well as the learning abilities of learners

which implies the leaner’s utilization of the library will determine the

development of their reading skills of a student. However, the findings further

revealed by Benard and Dulle (2014) that secondary school students face

many constraints in using school library including lack of current and up to

date reading materials, restricted reading hours, lack of sitting facilities, and

lack of informational professional/ librarian for processing materials. So,

academic libraries have for centuries played critically important roles in

supporting research in all subjects and disciplines within their host universities

and colleges, because according to Tella and Akande (2007), the last decade

has brought a sea-change in relationships between researchers and libraries.

 Frequency of visit. Morton (2011) claimed that the effectiveness of

library use instruction in schools will significantly improve the reading skills.

Moreover, the amount of time spent in the library and the diversity and

frequency of resources and services used will measure the academic and

reading performance of learners. More so, an assumption was made by

McDonnel (2014) that the greater the variety of library use by students, the

more likely is that they process some knowledge of the library and research

skills needed to use it effectively.

Purposes of visit. Gunasekera (2010) mentioned that the main purpose

of students in library visit is for reference for borrowing books and at the same

time read their notes, therefore, libraries should be filled with notes that will

cater the identified purpose, Additionally, Majid (2001) found out that

adequacy of collection and facilities in the library were closely linked to the

purposes of visit. Paz (2018) concluded that purposes of visit got a low rating

by the respondents because they rarely utilized the library to do research

task, look for answers of assignments or got to the library with friends to study

their lessons.

Resource utilized. The findings which observed by Jamil (2011), the

libraries in schools are underutilized despite the willingness of the teachers

and students to use it. This is a result of lack materials and human resources

provided for the students. Bhatti (2010) also suggested that library staff

needed professional training, procedures for purchase of library resources

need simplification for time procurement, virtual linkage with national and

international libraries needs to be addressed and enhance funding and proper

utilization of funding is required for improved efficiency of libraries in schools.

Additionally, Otike (2016) viewed that libraries should shield its clients from

information overload while being aware not to compromise on the quality of

services provided.

Reading Skills

The literature has shown that comprehension strategy instruction,

including multiple reading strategies, have been justified in being beneficial to

helping learners become strategic readers and improve their reading

comprehension (Medina, 2011; Fan 2010; Antoniou & Souvignier, 2007). In a

South Africa, the need for a reading strategy instruction should be seen

against the poor reading performance of the learners at primary, high school

and tertiary level. According to Pretorius (2002), reading is a powerful

learning tool, a means of constructing meaning and acquiring new knowledge.

Moreover, reading is the cornerstone of instruction for all learners regardless

of their ability level because it sets the foundation for future progress and

success in virtually all other facets of life (Scott, 2010)

Decoding. Stanovich (2011) emphasized that early learning of the code

leads to wider reading habits both in and out of the school. Besides, wide

reading provides opportunities to grow vocabulary, concepts and knowledge

of how text is written. More so, Juel (2013) explained that children who do not

learn to decode do not have this avenue for growth. In fact, early attainment of

decoding skill is important because this early skill accurately predicts later

skills in reading comprehension (Surendran, 2014).

Fluency. Punsalan (2016) revealed that oral fluency is very significant.

If the learners are frequently exposed to read-aloud so, they will learn context,
pacing, inflection and even the sheer beauty of language. In addition,

students may develop how to visualize the story and appreciate the power

behind language used and expressed it purposefully and correctly. Besides, in

accordance of Grabe and Stoller (2011), the thorough knowledge on fluency

will give the reading teachers and parents the preliminary information that will

guide them on their instructions. Additionally, Campbell (2016) proved that

reading fluency can be significantly related on the overall achievement of

students’ different levels of education.

Vocabulary. In the study of Neuman and Wright (2014) that vocabulary

has a strong connection to better reading ability and students should

understand that vocabulary is more than just words, it is knowledge.

Consequently, Coyne (2016) explained the importance of vocabulary

instruction becomes more apparent as people realize that children are not

entering school with the same vocabulary delays can go on to achieve greater

level of development in reading.

Correlation between Measures

Generally, correlation between the two variables revealed from Lestrud

(2013), a significant relationship between library utilization and reading skills.

This embodies that students’ reading skills was contributed by their library

utilization. Another study from Book (2002), the computed Pearson r-value

indicated strength of relationship between the independent variable and

dependent variable and there was a high and positive correlation between

variables, which means that the higher the level of library utilization, the

higher was the level of reading skills of the students. The correlation
coordinated with the results of the study by Berne (2015) that the key role of

school libraries is to develop the reading skills of the students. Lee (2005)

suggested that each school should ensure the collection has leisure reading

material and initiating a number of reading promotional activities to raise

awareness of books and authors, and he concluded that school librarians are

in key position to take the Literacy plan forward within their own schools.
 CHAPTER 2

METHODOLOGY

Included in this chapter are the research design, research locale,

research respondents, research instrument, data gathering procedures, and

statistical treatment.

Research Design

This study utilized the descriptive-correlational method of research in

determining the relationship between library utilization and reading skills.

According to Szapkiw (2012), descriptive correlational design refers to a

procedure that measures and describe the connection between two variables.

The researchers may not know whether the variables are related, or may

suspect that one influences the other. In either case, no one attempts to

manipulate an independent variable in correlational designs, so we cannot

conclude that the relationship is casual based on correlation . This descriptive

survey deals with quantitative data about the said phenomenon. The

quantitative aspect is an appropriate schedule for gathering the data designed

for the target respondents to answer the questions. The process of gathering

the data created is based on the use of questionnaires. The focus of the study

determined the library utilization and reading skills of a student.

Research Locale

Figure 2. Province of Davao del Norte Map and Map of Sto. Tomas

This study will be conducted in Maryknoll High School of Sto. Tomas,

which located in the Municipality of Sto. Tomas. The said locale is the only

private school has the most number of students enrolled and one of the

effective learning resource center in our locality.

Research Respondents

Strand Population Sample Percentage of Sample

ABM 35 33 18.97%

STEM 32 30 17.24%

HUMSS 35 33 18.97%

GAS 42 38 21.83%

TVL 30 28 16.09%

Total 174 162 93.10%

Table 1. Distribution of Respondents

This study will be utilized Slovin’s formula to get an appropriate sample

size of population. The respondents are students from senior high school who

are already visited the library in their school. Ryan (2013) stated that Slovin’s

formula is used to calculate an appropriate sample size. Through this formula,

the number of respondents will be determined according to their strands.

Research Instrument

The researchers used a researcher’s made questionnaire both on the

independent and dependent variables to suit the context of the study. The

gathered data from the discourse were correlated to the literature to aid in the

questionnaire construction which were validated by the panel of validators.

This questionnaire consists of library utilization and reading skills of students.

The first set of questionnaires dealt with the library utilization with the

indicators of frequency of visit, purposes of visit, and resources utilized. The

second set of questionnaires dealt with the level of reading skills with

indicators of decoding, fluency, and vocabulary.

The reliability of the questionnaire was tested through pilot testing. The

independent variable Library Utilization got a Cronbach Alpha of .708, while

the dependent variable Reading Skills have Chronbach alpha of .792.

Cronbach's alpha reliability coefficient ranges typically between 0 and 1.

However, there is no lower limit to the coefficient. The closer Cronbach's

alpha coefficient is to 1.0, the more significant the internal consistency of the

items in the scale. Furthermore, Hatcher (1994) recommended Cronbach's

alpha is an index of reliability associated with the variation accounted for by

the actual score in the reliability of questionnaires.

For the library utilization, the following five orderable gradations with

their respective range of means and descriptions are considered.

Range of Mean Descriptive Description
Equivalent

4.20 – 5.00 Very High This means that that the student always
utilized the library.

3.40 – 4.19 High This means that that the students most
of the time utilized the library.

2.60 – 3.39 Average This means that the students

sometimes utilized the library.

1.80 – 2.59 Low This means that the students rarely

utilized the library.

1.00 – 1.79 Very Low This means that the students never at
all utilized the library.

For the reading skills, the following five orderable gradations with their

respective range of means and descriptions are considered.

Range of Mean Descriptive Description

Equivalent

4.20 – 5.00 Very High This means that that the reading skills
is very much developed

3.40 – 4.19 High This means that that the reading skills
is much developed.

2.60 – 3.39 Average This means that the reading skills is

averagely developed

1.80 – 2.59 Low This means that the reading skills is

less developed.
 1.00 – 1.79 Very Low This means that the reading skills is
not developed at all
Data Gathering Procedures

In gathering the data, the researcher observed the following steps: The

researcher will ask from the School Registrar Designate the list of students

from Senior High School department will be used in the computation of

sample using the Slovin’s formula. After the go signal from the registrar, the

researcher will personally distribute the research instruments to the

respondents. Lastly, the research instruments will be personally retrieved and

tabulated. The statistical results will be analyzed and interpreted. From the

data, conclusion will be drawn and recommendations will be formulated based

on the findings of the study.

Statistical Treatment

The following statistical tools were used in the computation of the data

as well as in the testing of the hypothesis at 0.05 level of significance.

Mean. This measurement was used for research objectives one and

two to determine the level of library utilization and reading skills.

Pearson r. It was used for research objective three to determine the

significant relationship between library utilization and reading skills.

Regression Analysis. It was used for research objective four to

determine which domain of library utilization significantly influences the

reading skills.

REFERENCES
Adeoye, B. & Popool, E. (2011). The Effects of Reading Strategies in
 Comprehension for Elementary Age Learners. Master of Arts in
Education Research. https://sophia.stkate.edu/cgi/viewcontent
.cgi?article=1001&context=maed, Retrieved on November 8, 2019
Akanwa, P.C. (2017). Demographic Variables and Students Use of E-
Learning Resources in Public Secondary Schools Libraries in Rivers
State of Nigeria.
Akpe, P. D., Ajav, G., & Ngunna, G. (2018). The Availability and Utilization of
Information Resources by students of Akawe Torkula College of
Advance and Professional Studies (ATCAPS). IOSR Journal of
Research & Method in Education (IOSR – JRME) e- ISSN:2330-7388,
p -ISNN: 2320 – 737X, Volume 8, Issue 6 Ver. V. (Nov. – Dec. 2018),
pp 06-12
Antoniou, F. & Souvignier, E. (2007), ‘Strategy instruction in reading
comprehension: An intervention study for students with learning
disabilities’, Learning Disabolities: A Contemporary Journal 5 (1), 41-
57.
Bashir, I.& Mattoo, N. H. (2012) A Study on Study Habits and Academic
Performance Among Adolescents (14-19) years. International Journal
of Social Science Tomorrow. Vol.1, No. 5, pp. 1-5.
Benard, R. & Dulle, F. (2014). Assessment of Access and Use of School
Library Information Resources by Secondary Schools Students in
Morogoro Municipality, Tanzania. 2014.
Berne, J. B. (2015). Reading Levels. Retrieved on November 5, 2015 from
http://www.uurc.utah.edu/General/ReadLevels.php
Bhatti, R. (2010). "An Evaluation of User-Education Programmes in the
University Libraries of Pakistan" Library Philosophy and Practice (e-
journal). 316. https://digitalcommons.unl.edu/libphilprac/316
Blickenstaff, J., Hallquist, E., & Kopel, K. (2013). The Effects of Reading
Strategies in Comprehension for Elementary Age Learners. Retrieved
8 November 2019, from https://sophia.stkate.edu/cgi/viewcontent.cgi?
article=1001&context=maed
Book, B. (2002). ‘Teacher Librarian Workload Survey 2001’, The ACT
teacher, vol. 2, no. 1, February, pp. 19-20
Bruner, J. (1960). The Process of Education. New York: Vintage books, 1960.
Cannon, A. (2016). 7 Modern Reasons to Visit Your Local Library Today.
Retrieved 11 November 2019, from https://www.wisebread.com/7-
modern-reasons-to-visit-your-local-library-today
Campbell, C. (2016). Development of Speech Fluency Over a Short Period of
Time: Effects of Pedagogic Intervention. TESOL Quarterly. 50.
10.1002/tesq.244.
Coyne M. D. (2016). Direct vocabulary instruction in kindergarten: Teaching
for Breathe versus depth. Elementary School Journal. 2009;110(1):1–
18.
Fan, Y. (2010). The effect of comprehension strategy instruction on EFL
learners’ reading comprehension, Canadian Center of Science and
Education.
Fayose, M. (2001). Antecedents to students for reading habitual. Journal of
the Academy of Linguistics, 22(1), 52-61
Gallagher, K. (2009). Making the most of mentor texts. Educational
Leadership, 71(7), 28-33.
Garcia, E., Beceos, A., & Jacinto, A. (2013). Utilization of Library Resources:
Basis for Wider Acquisition and Development | JBLFMU - 70 Years of
Excellence in Maritime Education and Training. Retrieved 11
November 2019, from https://www.jblfmu.edu.ph/?q=Utilization-of-
Library-Resources_Basis-for-Wider-Acquisition-and-Development
Glende, L. (2013). Vocabulary and Word Study to Increase Comprehension in
Content Areas for Struggling Readers. Retrieved 11 November 2019, f
rom https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1248&context
=education_ETD_masters
Grabe, W., & Stoller, F. (2011). Teaching and Researching Reading (2nd ed.).
Britain: Pearson Education Limited
Gunasekera, C. (2010). Students Usage of an Academic Library: a user
survey conducted at the Main Library University of Peradeniya. Journal
of the University Librarians Association of Sri Lanka, 14(1), pp.43–60.
DOI: http://doi.org/10.4038/jula.v14i1.2687
Hatcher, L. (1994). A step-by-step approach to using the SAS system for
factor analysis and structural equation modeling. Cary, NC: SAS
Institute
Hussain, A. & Abalkhail, A. (2013). Determinants of library use, collections
and services among the students of engineering: A case study of King
Saud University. Collection Building. 32. 100-110. 10.1108/CB-07-
2012-0033.
Jamil, M. (2011). Library Resources: Utilization by Teachers and Students.
Library Resources: Utilization by Teachers and Students. 35. 19 - 35.
Juel, C. (2013). “Learning to Read and Write: A Longitudinal Study of Fifty-
Four Children from First Through Fourth Grade.” Journal of
EducationalPsychology, 80, 437-447
Lestrud, M. (2013). Reading Skills. In: Volkmar F.R. (eds) Encyclopedia of
Autism Spectrum Disorders. Springer, New York, NY
Lee, H. W. (2005). Knowledge Management and the Role of Libraries.
Retrieved from http://www.white-clouds.com/iclc/cliej/cl19lee.htm
Machin, S. and S. McNally (2008) The literacy hour, Journal of Public
Economics, Vol. 92, pp. 1441-1462.
Majid, S. (2001), ‘Employers' perceptions about the subject specialist
agricultural librarians in developing countries'', Australian Library
Journal,Vol. 45 No. 3, pp. 215-24
Mcnally, D. (2008). Effects on Reading towards mentally challenged students,
Cambridge: Cambridge University Press
Medina, S.L. (2011), ‘Effects of strategy instruction in an EFL reading
comprehension course: A case study’, Profile 14(1), 79–89.
Nilsen, K. (2003). The Library Visit Study: user experiences at the virtual
reference desk. Retrieved 11 November 2019, from
http://informationr.net/ir/9-2/paper171.html
Otike, J. (2016). Non Use of Academic Library Services: A Literature Review.
International Journal of Library Science. 2016. 7-13. 10.5923/j.library .
20160501.02.
Piaget, J. (1936). Theory of Cognitive Development: An Introduction for
Students of Psychology and Education. New York: McKay, 1936
Pretorius, E. (2002). Reading ability and academic performance in South
Africa: Are we fiddling while Rome is burning?. Language Matters, 33.
169-196. 10.1080/10228190208566183.
Punsalan, M. W. (2016). Fluency in the high school classroom: One teacher’s
 method. Adolescent Literacy In Perspective, 5–7
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University
Press
Robinson, O. C. (2014). Sampling in interview-based qualitative research: A
theoretical and practical guide. Qualitative Research in
Psychology, 11(1),25-41.
doi:http://dx.doi.org/10.1080/14780887.2013.801543
Ryan, T. (2013). Sample Size Determination and Power. John Wiley and
Sons.
Scott, R.M. (2010), ‘Word study instruction: Enhancing reading
comprehension’, The Literacy and Numeracy Secretariat.
Stanovich, K. E. (2015). “Matthew Effects in Reading:Some Consequences of
Individual Differences in theAcquisition of Literacy.” Reading Research
Quarterly, 21,360-406
Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The Effects of Reading
Fluency Interventions on the Reading Fluency and Reading
Comprehension Performance of Elementary Students With Learning
Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of
learning disabilities, 50(5), 576–590. doi:10.1177/0022219416638028
Tankersley, K. (2003). The threads of reading: Strategies for literacy
development. Alexandria, VA: Association for Supervision and
Curriculum Development.
Tella, A. & Akande, S. (2007). Children Reading Habits and Availability of
Books in Botswana Primary Schools: Implication for Achieving Quality
Education. The Reading Matrix, 7(2) 117-142
Volkmar F. (2013). A descriptive study of hyperlexia in a clinically referred
sample of children with developmental delays. Journal of Autism and
Developmental Disorders, 32(1), 3–12
Wang, Z., Sabatini, J., O'Reilly, T. & Weeks, J. (2019). Decoding and Reading
Comprehension: A Test of the Decoding Threshold Hypothesis. Journal
of Educational Psychology. 111. 387-401. 10.1037/edu0000302.