Chapter II

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION

Region V (Bicol)
BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes significant literature and studies that the researcher
evaluated in strengthening the importance of the present study. The researcher
thoroughly reviewed relevant literature and studies, utilizing reading and library
procedures to expand their knowledge base and provide insights into the current
study on learners' reading literacy levels.
Foreign Studies
Vildan Özdemir's (2024) study examined the relationship between students'

reading skills and factors related to their socio-economic and cultural
characteristics. The results showed that liking/enjoy reading was the most
important predictor of students' reading literacy skills, followed by student
behaviors that hinder learning, economic and socio-cultural status, cultural
position, sense of belonging to the school, and teacher behaviors that hinder
learning. The study also found that a positive school climate is crucial for
increasing student achievement. To minimize student or teacher behaviors that
prevent learning, it is essential to minimize obstacles to learning. As students'
socio-economic and cultural status increased, reading scores also increased.
Therefore, teachers should include additional materials that students can enjoy in
their teaching process. https://sciendo.com/article/10.2478/atd-2024-0002
Nel Carisma (2018) emphasize the importance of accurate and effective

decisions in English reading instruction, particularly for learners at risk for poor
outcomes. They emphasize the need for data-based decision-making at a
system-wide level, particularly for districts, schools, and teachers, to improve
PAGE \* MERGEFORMAT 2
Region V (Bicol)
reading outcomes for learners with the greatest needs. https://eric.ed.gov/?

q=English+reading+literacy&id=EJ1186967
The study by Yan et al. (2022) found that reading strategy instruction
positively impacts students' reading literacy. However, the relationship between
different reading strategies and literacy is complex. The study examined
Singapore primary school teachers' reading strategy instruction on Grade Four
students, focusing on teacher collaboration and other characteristics. The results
showed that teachers' instruction on reading strategies can be categorized into
micro-level and macro-level instruction, with macro-level comprehension
instruction having the most significant impact. Collaboration with other teachers
also positively impacted teachers' reading strategy instruction. The study
suggests that to develop learners' reading literacy, teachers should emphasize
both micro-level and macro-level strategies in their instruction.
https://eric.ed.gov/?q=Reading+literacy&ff1=dtySince_2020&id=EJ1333683
Local studies
Reading is crucial for success in various subjects. The Philippine Informal

Reading Inventory, developed by Director Teresita G. Inciong, assesses learners'
reading levels nationwide. The Department of Education has implemented
programs like the Drop Everything and Read (DEAR) program and Early Language
Literacy and Numeracy to enhance reading abilities. Matagbac Elementary School
aims to improve students' performance in various learning areas. However, 89%
of students fall under frustration level, 11% belong to instructional level, and 0%
are independent readers. To address this, a Remedial Reading Program was
Region V (Bicol)
implemented to improve oral reading difficulties and word recognition skills.

(Susan Barrameda, 2019).
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/5172
Mark Anthony Llego, 2018 Literacy is one of the most fundamental skills a
child can learn. Reading is the foundation for all academic learning. Learning to
read, write and count is crucial to a child’s success in school and in later life. The
Department of Education categorizes reading levels into frustration, instructional,
and independent levels, which serve as criteria for evaluating the reading abilities
of elementary-grade pupils. Revised Philippine Informal Reading Inventory (Phil-
IRI) - TeacherPH
The study of Jimmy P. Cabalo and Malinda M. Cabalo, 2019 is aimed on

determining the factors affecting pupil’s reading proficiency in multigrade classes
in rural elementary schools. Their study found that teacher factors significantly
affect reading proficiency in combination classes, with teachers' experience
playing a crucial role. However, factors like sex, age, and family income did not
affect reading abilities in students from far-flung barangays. Only teacher and
pupil factors negatively affected reading proficiency. The study recommends
teachers provide reading materials and encourage borrowing for home teaching
to bridge the gap in reading proficiency. The study highlights the complex
interplay of factors influencing reading proficiency among pupils in rural
multigrade classes. While teacher experience emerges as a significant predictor of
reading success, both teacher and pupil factors contribute to variations in literacy
outcomes. By implementing targeted interventions and fostering collaborative
partnerships between educators and families, stakeholders can work towards
Region V (Bicol)
enhancing reading proficiency and promoting academic success among rural

elementary school pupils. Factors Affecting Pupils’ Reading Proficiency in Multi-
grade Classes Among Rural Elementary Schools (ijsmsjournal.org)
FOREIGN LITERATURE
Local Literature
Students’ success in school and beyond depends greatly on theirability to comprehend

what has been read. Reading comprehensionentails mainly an understanding of words.
Vocabulary size has abearing in the students' English grades. The students withextensive
vocabulary have the tendency to have better grades forword knowledge is the foundation of
comprehension which is vitalin achieving school success in general (Bacus, 2018).
https://www.scribd.com/document/600072200/Local-Literature
Felipe (2002) states that the country is celebrating National Book Week
from November 24 to 30 amid the struggle to arrest Filipino learners’ dwindling
reading proficiency. According to Senator Sherwin Gatchalian, chair of the
Committee on Basic Education, international large-scale assessments showed
that learners were already struggling to meet the minimum required proficiency
in reading. He pressed the need for programs and interventions that would
improve Filipino learners’ proficiency in reading. “Ang pagbabasa ay isa sa mga
pundasyon na dapat nating pagtibayin sa ating mga kabataan at mag-aaral.
(Reading is one of the youth’s foundations that should be strengthened),”
Gatchalian said in a news release on Saturday. In the 2018 Programme for
Region V (Bicol)
International Student Assessment (PISA), the Philippines scored lowest in Reading

out of 79 countries. The PISA further showed that only one in five Filipino learners
aged 15 achieved at least the minimum proficiency level in Overall Reading
Literacy. The 2019 Southeast Asia Primary Learning Metrics, on the other hand,
said only 10 percent of the country’s Grade 5 learners achieved the minimum
proficiency at the end of primary education. The World Bank estimated that as of
June, learning poverty in the Philippines is at 90.9 percent. This emphasize the
fact that the learners were already struggling to fulfill the basic reading
competency requirements. This was clearly demonstrated when the Philippines
scored the lowest in reading out of 79 countries.
https://www.pna.gov.ph/articles/1189522
Leilanie Adriano (2018) sheds light on the collaborative efforts between

Silid Aralan Inc. (SAI), a non-profit organization dedicated to assisting
academically-challenged public school students, and learners in Ilocos Norte,
particularly in strengthening reading literacy. Richard Riveral, principal of
Pagudpud Central Elementary School (PCES), said Monday a learning hub will be
established in their school to cater to some 100 low-performing grade schoolers.
“Nagbasa ken naganserkami. Adda narigat ken adda met nalaka”. (We read and
answered some questions. Some were difficult and easy),” she said, adding that
the new learning hub is a welcome development for her. Under the Ground Zero
Program, the entry level curriculum of SAI, the selected pupils identified by their
teachers as non-readers, will attend a focused learning session after their regular
classes. The learners will engage in fun and interactive sessions aimed at
developing their love for reading as they begin to learn how to read. A 2017 pre-
Region V (Bicol)
test result of the Philippine Informal Reading Inventory (Phil-IRI) of the school,
showed that 25 percent of the 600 pupils were under the "frustration level",
meaning they could hardly read with comprehension. After completing the
Ground Zero Program, the learners will move to the second level of the
curriculum described as iLEAD. Launched in 2012, the iLEAD is a leadership
program that starts off with character building. This emphasize that through
personalized interventions and a holistic approach to education, this partnership
aims to empower learners, enhance reading proficiency, and cultivate lifelong
learning habits. https://www.pna.gov.ph/articles/1040052
Synthesis of the State-of-the-Art
Reading is one of the most important factors in the teaching and learning
process, that’s why it is very important for the learners to learn the basic skills in
reading, And to better understand the reading levels of the learners we must
understand that the learners are all diverse in many different ways. The study of
Teresita G. Inciong, Vildan Ozdemirs and Yan et al is closely related to the
present study which highlights the reading literacy skills, followed by learners
behaviors that hinder learning, economic and socio-cultural status, cultural
position, sense of belonging to the school climate is crucial for increasing
students achievements in reading.
Yan et al (2022) stated that in developing learners reading literacy, teachers

should emphasize both micro level and macro level strategies in their instruction.
This states that the presence and guide of the teacher is the major key in
developing learners reading literacy skills.
Region V (Bicol)
In summary, Reading Literacy levels of every learners are crucial in the teaching
and learning process and those reading skills can be enhanced through the
proper guidance of the teachers that will facilitate the reading levels of every
learners.
Research Gap
Base on the previous study conducted by other researchers, it is clearly stated that not a
single study is found to be exactly the same with the present research study that dealt
with the "The level of reading literacy in English of grade 4 learners of selected upland
schools in baao district”
The research study is authentic because the stated problem of reading literacy levels in
upland schools in baao district is not yet being studied by anyone. Some of the past
studies focuses on the reading proficiency of the learners, positive impact of students
reading literacy and reading comprehension.

Chapter II

Uploaded by

Copyright:

Available Formats

Chapter II

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter II

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

REVIEW OF RELATED LITERATURE AND STUDIES

Vildan Özdemir's (2024) study examined the relationship between students'

Nel Carisma (2018) emphasize the importance of accurate and effective

reading outcomes for learners with the greatest needs. https://eric.ed.gov/?

Reading is crucial for success in various subjects. The Philippine Informal

implemented to improve oral reading difficulties and word recognition skills.

The study of Jimmy P. Cabalo and Malinda M. Cabalo, 2019 is aimed on

enhancing reading proficiency and promoting academic success among rural

Students’ success in school and beyond depends greatly on theirability to comprehend

International Student Assessment (PISA), the Philippines scored lowest in Reading

Leilanie Adriano (2018) sheds light on the collaborative efforts between

Synthesis of the State-of-the-Art

Yan et al (2022) stated that in developing learners reading literacy, teachers

You might also like