CORRELATION OF READING ACCENT AND

COMPREHENSION OF THE GRADE 7

Prepared by: Princess Arrah Q. Teneros

Submitted to: Jenny P. Arabis , MAEd. Eng

CHAPTER I
 THE PROBLEM AND ITS SCOPE

Introduction:
Reading comprehension may increase the recognition and application of reading

methods. Better readers are likely to read more text, including more challenging text. During the

reading of these texts, readers may learn what to do if text comprehension fails. Thus, it appears

feasible that children learn reading skills through text reading (Stafura, 2014).

This study was crucial, especially for the Grade 7 students, as it allowed for a deeper

understanding and improved reading comprehension, preparing them for the upcoming school

year. The research is focused on the reading comprehension of the seventh-grade students in the

Sibutad District.

Children will find it difficult to advance academically without reading and

comprehension abilities as reading is the basis for all academic courses, including science, math,

and history. It affects your child’s writing skills as well.

Reading has different purposes based on what you’re reading. For instance, reading

non-fiction books about railroads usually aims the reader to learn more about the subject. In this

case, reading is done with the intention of learning something new. Someone another might be

curious to read a famous Shakespeare play in the hopes of gaining some moral insight. This
person wants to learn something too, but through poetry. Fiction has more elements of

amusement and morality than other genres, making it more challenging to categorize. When

reading fiction, readers want to be taken to new places and experience life through the eyes of a

character, learning lessons along the way. Even sacred books like the Bible are interpreted as true

and read with the necessary seriousness.(Janovsky, 2013).

Reading accents might also relate the pronunciation of words, which can provocate

students who are being certain to a different way of talking and speaking. For example , a

British accent can pronounce any words differently than an American accent, leading to potential

confusion. However, addicted to different accents can improving phonemic awareness, helping

and assisting students for the better decrypt words and clutching their meanings in context.

According to Nuttall (2018), there are four aspects of reading comprehension which

the students should comprehend a text well, such as determining the main idea, finding specific

information (scanning), making inference, and understanding the meaning of words or detail

information which are considered as students difficulties in understanding the text. These aspects

are regarded as difficulties that the students encounter in comprehending the text.

Reading can be taught as a way to draw information from text and to form an

interpretation of that information. It means reading is also a gateway for students to get

information and knowledge in educational process. Grabe & Stoller (2013).

ability to write well. By reading, students can improve their vocabulary and writing skill. On the

contrary, a student who has low reading ability will find difficulty in learning process. Moreover,

the students will feel ashamed in adapting themselves with their school environment. Conversely,

a good teacher must be more skilled in mastering grammar and vocabulary through

understanding the importance of teaching reading is to build the ability and knowledge of

students to understand the material of reading text.

Such as ability to read various texts in English, ability to adjust reading styles according

to the purpose of reading (I,e skimming, scanning), and ability to have critical perspective on the

content of the texts Hesham Suleiman Alyousef (2006).

Reading well means to understand what researcher tries to present in his/her writing.

This means that a reader needs background knowledge and competence while reading.

Razali & Razali (2013), stated that some readers use their background of knowledge

and experience to compose meaning from the text in reading process, then the readers will

connect the ideas in the text to what they already know in order to get the comprehension of the

text. Even most people can comprehend the material what they read after reading word by word

and they are spending a lot of time repeating the difficult term of the text.
 Reading comprehension has the ability to understand information in a text and interpret

it appropriately what is meant by the text Grabe & Stoller (2013). It means that reading

comprehension is the ability to read text, process and understand its meaning. An individual’s

ability to understand text is influenced by their natures and skills, one of which is the ability to

make inferences. At Junior High School, teaching reading intends to develop students’ skill in

reading comprehension. All schools implement a curriculum which is relevant to the needs of

their specific pupils. Curriculum is more positive in nature, which could achieve the objective of

motivating learning, enhancing knowledge and abilities and developing positive values or even

attitudes. However, in a real situation the students have not achieved the curriculum expectation

and have low ability in reading comprehension.

These skills improves vocabulary, writing skills, and overall communication, shaping

students up for success in higher grades and in the future. It is also essential for the Grade 7

learners for them to show some teachers and subject advisers a very better performance when it

comes to reading. Because, or education society is struggling to the difficulties of every students

in reading. There are students that still needed more practice and tutor for them to practice

presentable reading accent and reading comprehension.

Concerns regarding the quality of teacher education programs have prompted

investigations into the academic skills of preservice teachers, particularly their verbal ability,

which has shown correlations with students’ academic performance (Conaway et al., 2003).
 We use reading as a necessary ability on a daily basis. Reading comprehension is

essential for understanding emails, documents, and even posts on social media. But a lot of us

have trouble understanding what we read, which can make it hard to pick up new skills or enjoy

a good book. We’ll look at a few easy yet powerful strategies to increase your reading

comprehension skills.

Theoretical Framework:

The primary goal of Reading is a tool for understanding the concepts in the text. It would be

pointless and hollow to read without understanding. This study is based on the current theory by

Thomas G. Gunning, the Schema Theory A schema, according to Gunning (1996), is the

previously acquired, ordered information about individuals, locations, objects, and events.

Another theory that exists and is pertinent to the study is Thomas G. Gunning’s Mental

Model theory. The aforementioned hypothesis incorporates an interaction between the reader’s

own knowledge and the text, which results in comprehension. This approach might not be as

effective for non-spatial learners because it appears to rely most heavily on Gardner’s Multiple

Intelligences theory (Armstrong 1994) in the area of spatial intelligence. Developing this ability

could involve teaching the steps involved in creating a mental image. One technique to

strengthen this ability and go closer to improving comprehension would be to write descriptive

pieces about the main character using the information you learn from the readings.

The Propositional Theory Is another pertinent theory for this subject. In order to do

this, the reader must develop a main idea or macrostructure while processing the text. These
main ideas are arranged hierarchically, with the most significant information receiving the

highest priority for memorization (Gunning, 1914). The theory of propositions functions.

Hand in hand with organizational strategies such as remembering only the relevant

information, or identifying the main idea. These are skills widely taught throughout schools as

well as seen on standardized tests. Is another theory that supports to the above-mentioned

theories. David E. Katims (1997) stated that learning strategies are techniques, or routines that

enable students to learn to solve problems and complete tasks independently. A strategy is an

individual’s approach to a task.

It is interesting to note how intertwined the theories are. Each one supports the other.

In order to form a mental model in one’s head! One must have a schema of that topical ready

stored. According to the Proposition theory, the student is forming a mental model in their mind

as they are forming the macrostructure. Forming a schema is the most basic comprehension tool

used by students. As they become more advanced, they can build on their base of schemas and

create mental models go hand in hand with organizational techniques like focusing on only the

necessary details to recall or recognizing the primary idea. These are abilities that are frequently

taught in classrooms and tested on standardized exams. This idea is supported by the following

one. According to David E. Katims (1997), learning strategies are methods or routines that help

students become proficient problem solvers and independent task finishers. A person’s

methodical approach to a task is their strategy. The degree of overlap between the hypotheses is
interesting to observe. Everybody helps out the other. In order to create a mental image in the

mind! A schema for that topical ready must be kept on hand.

Constructing a schema is the most fundamental comprehension skill that students

use. The Proposition theory states that students are constructing a mental model in their minds as

they are forming the macrostructure. As they develop, they are able to construct mental models

by expanding upon their foundation of schemas.

During the entire reading. Forming a set of propositions that are updated

continuously throughout the reading is the most intricate comprehension technique.

Comprehending the text through a series of continually updated propositions is the most

complicated tool available.

Statement of the Problem:

This study aimed to find out the accent and correlation between reading comprehension skills of

grade 7 students in Sibutad National High School.

Specially, it seeks to find out the following:

1.Demographic profile of the respondents in term of:

a. Age

b. Sex
c. Dialect

2. Skills of grade 7 students in reading comprehension

a. reading skills

b. Comprehension skills

3.Level of accent and correlation between reading comprehension skills of the respondents in

grade 7 students

4. Significant relationship of accent and correlation between reading comprehension of grade 7

level.

Hypotheses

Ho 1: There is no significant correlation between the presence of a regional accent and reading

comprehension skills among fluent readers who are accustomed to diverse linguistic inputs.

Ho 2: There is no significant effect of having a non-native accent on reading comprehension

performance in standardized tests, assuming adequate language proficiency and familiarity with

test content.

Ho 3: There is no significant difference in reading comprehension scores between individuals

with strong accents and those with neutral accents when controlling for variables such as

educational background and reading experience.

Ho 4: There is no significant impact of accent strength on reading comprehension in a

multilingual context where readers are exposed to multiple accents and dialects regularly.
Ho 5: There is no significant relationship between the type of accent and reading comprehension

abilities when accounting for the reader’s cognitive.

Scope and Delimitations of the Study:

The research will investigate the correlation between accent and reading comprehension skills

among Grade 7 students at Sibutad National High School. The study will focus on:

Participants: Grade 7 students enrolled at Sibutad National High School during the academic

year 2023-2024.

Accent Varieties: The study will examine the influence of different local or regional accents

among students.

Reading Comprehension Skills: Assessment of students’ reading comprehension will be based on

standardized tests and comprehension exercises.

Data Collection Methods: Surveys, interviews, and reading comprehension tests will be

employed to gather data.

Delimitation

The study will be limited in the following ways:

and will not consider students from other schools or regions.

Accent Scope: The study will focus on local or regional accents and will not explore foreign or

international accents.

Grade Level: The research will be specific to Grade 7 students, excluding other grades.

Time Frame: Data collection will be limited to the academic year 2023-2024, and findings may

not reflect changes in later years.

Methodology Constraints: The study will rely on available reading comprehension tests and may

not include all possible measures of reading skills.

These delimitations help narrow the focus of the research and ensure that the findings are

applicable to the specified context.

Significance of the Study:

There are many different abilities related to reading comprehension that are applicable to every

element of life. Strong reading comprehension skills can help you understand and make sense of
everything you read, and as you continue to hone these talents, you’ll be able to write more

effectively as well. This investigation will identify the reading comprehension abilities.

Operational Definition of Terms:

STUDENTS. The study’s findings would give the pupils insightful knowledge that they might

use to improve their own comprehension levels and learning abilities. The study’s conclusions

will give students a better understanding of the significance of comprehension when addressing

the lessons and tasks assigned to them, allowing them to improve their level of reading

comprehension. This understanding may also have a positive effect on students’ academic

performance.

TEACHERS. Teachers will benefit from this study because it will help them think more deeply

about the significance of teaching comprehension skills to their students and how to help them

accomplish better academically. Guardians. In their capacity as their child’s primary teacher,

parents and soon-to-be parents should find the study’s conclusions useful. After reading this

study, parents should prioritize helping their child improve their reading comprehension and

skills because these will have a significant impact on their academic success as they grow into

the learning process.

FUTURE RESEARCHERS. Future scholars will be able to use this study as a guide when

doing their own research. On the level of reading comprehension and academic achievement,

they can acquire fresh concepts and information.

(Conaway et al., 2003).

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1324055/full

(Stafura, 2014)

https://link.springer.com/chapter/10.1007/978-3-030-95266-2_1#:~:text=The%20Reading

%20Systems%20Framework%20(RSF,word%2Dto%2Dtext%20integration.

(Nuttal, 2018)

https://repository.uhn.ac.id/bitstream/handle/123456789/7658/ADETRIA%20SINAGA.pdf?

sequence=1&isAllowed=y#:~:text=According%20to%20Nuttall%20(2018)%2C,which%20are

%20considered%20as%20students

(Raxali & Razali, 2013)

https://repository.uhn.ac.id/bitstream/handle/123456789/7658/ADETRIA%20SINAGA.pdf?

sequence=1&isAllowed=y
(Grabe & Stoller, 2013)

https://www.researchgate.net/publication/

287303572_Teaching_and_researching_reading_second_edition

(Janovsky, 2013)

https://files.eric.ed.gov/fulltext/ED608839.pdf