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Abstract

Reading comprehension and academic learning: basis for developing a reading skill book for grade 5 pupils

Author: Salvino, Sarah Jane

The study determined the influence of reading comprehension on academic learning in developing a reading skill book for Grade 5 pupils at Libmanan South District, School year 2018-2019. Specifically, it sought answers the following: (1) the level of reading comprehension along literal, inferential, evaluative, appreciative and creative; (2) the quality of academic learning along understanding, problem solving and decision making; (3) the significant relationship between reading comprehension skills and academic learning; (4) a book developed to raise the level of reading comprehension; and (5) the validity of the finished material in terms practicality and efficiency and usability and functionality. The study employed research and development (R & D) method to facilitate a systematic and orderly procedure of developing the skill book and descriptive-correlational method. Descriptive part was used to determine the reading comprehension levels of the pupils. Correlational method employed to find whether there was any significant relationship between level of reading comprehension skills and academic learning. Data sources were 205 pupils and 10 teachers from Libmanan South District. Primary research instrument used was teacher-made questionnaire. Frequency, percentage technique, mean, weighted mean, standard deviation, pearson product moment correlation coefficient and t-test statistically measured the data. Salient findings were: (1) level of reading comprehension: literal 18.98 mean, 79.060 mean percent. (2) quality of academic learning: understanding 70.271 mean percent. (3) significant relationship between reading comprehension and the academic learning identified by the p-value <0.05. Literal (r-value=.321 and p-value=.000), Inferential (r-value=.273 and p-value=.000), (r-value=.136 and p-value=.050), Evaluative (r-value=.152 and p-value=.028). (4) book developed to raise the level of reading comprehension was a reading skill book for grade5 pupils. (5) validity of the finished material in terms of a) practicality and efficiency gained the average weighted mean of 4.37 very high. b) usability and functionality gained the average weighted mean of 3.8 high. Major conclusions drawn include: most of the pupils level of reading comprehension was slow reader; (2) the pupil’s quality of academic learning was poor; (3) reading comprehension skills were significantly associated with the pupils academic learning; and (4) the reading skill book was highly valid on practicality and efficiency, usability and functionality.

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