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
Multilingual Backgrounds: A Quantitative Study at Paranaque National High School Main
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.
Although there is a strong correlation between students’ mother language and their ability to
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).
I. Bibliography
Akhtar, N. (n.d.). Factors affecting reading interests of distance learners. https://eric.ed.gov/?
q=Factors+affecting+learners+reading+comprehension&ff1=dtySince_2019&id=EJ1266808
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
Comprehension Performance among Filipino College Learners of English. https://eric.ed.gov/?id=EJ1211428
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/
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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
