CHAPTER 1

THE PROBLEM

Background of the study

Literacy or the ability to read and write is the most basic skill that students need

to learn to improve their performance not only in academic but also in everyday life, as it

enhances the student’s ability to communicate, solve problems, and make informed

decisions. Studies have shown that poor reading comprehension affects the intelligence

of students by limiting their ability to process information, think critically, and retain

knowledge across various subjects. Imagine a vital document such as a birth certificate,

marriage contract, or housing agreement. However, a reader cannot understand what

he reads. Alternatively, maybe solving an exam, but one cannot understand the

instruction. This is the moment when reading comprehension comes in. It plays a

significant role in the total functioning of our community.

Moreover, reading comprehension also includes the ability of a person to

translate the essence of the sentences using his own words. A person may know how to

read certain words, but comprehension is something that is developed, practiced,

learned, and experienced over time. One can read terms like “read,” “write,” or “speak,”

simple words with known meanings but, Reading Comprehension is way more profound

than that. It is the ability to define word by word and create a profound idea from the

talks given or read (K12 Reader, 2018). This also consists of applying the text read in

one’s life. One aspect of reading comprehension is when a person articulates some of
his life experiences and relates them to the text written. It is a sign that a person truly

comprehends because some personal emotions are attached to it (Wilhelm, 2018).

One of the most difficult human activities is reading comprehension. For

instance, to comprehend the underlying meaning of this statement, one must visually

process the words, recognize their phonological, orthographic, and semantic

representations, and connect the words using rules of syntax (Perfetti & Stafura, 2014).

But comprehending each sentence's fundamental meaning is insufficient. One must

combine that meaning across sentences, draw inferences from permanent background

information, recognize the text's structure, and take into account the authors' intentions

(Graesser, 2015). Reading Comprehension is regarded as a vital skill in attaining

proficiency and widening knowledge indifferent subjects. As deep comprehension,

learning, and other 21st-century skills must be mastered to master basic reading

proficiency, students who experience such difficulties are likely to struggle throughout

their education and employment (Goldman & Pellegrino, 2015; Graesser, 2015).

The Department of Education has implemented the "Catch Up Fridays" initiative to

significantly enhance students' reading comprehension by allocating dedicated time for

structured literacy activities, such as reading clubs and read-aloud sessions. This initiative aims

to combat the alarming decline in literacy rates among students by ensuring that all teachers

actively contribute to improving reading skills. However, experts stress that the program’s
effectiveness hinges on equipping educators with the proper techniques for teaching reading

through continuous training and professional development (Philstar, 2024).

The success of this initiative begins with the teachers themselves. To provide

quality education, teachers must have strong reading comprehension skills. However,

studies show that more than 200 teachers in the Bangsamoro region who participated in

DepEd’s reading program scored below 50% in reading comprehension, even after

undergoing training. The report also highlighted that in terms of reading fluency—the

speed and accuracy of decoding words—only about 35% of teachers achieved

proficiency after completing the program (Philstar, 2024). Additionally, a separate study

—an end-of-project review of a 2011 United States Agency for International

Development (USAID) education program—found that only around half of the 1,058

English teachers assessed met the minimum 50% score in a test covering reading

comprehension, language structure, and written expression (Philstar, 2024).

Furthermore, Meron (2018) highlighted poverty as a major barrier to education,

as many low-income students prioritize work over schooling, limiting their cognitive

development and academic growth. The lack of access to educational resources further

hinders their learning. Despite the Philippines being recognized for its English

proficiency, the country ranks among the lowest in Science and Mathematics. Scholars

attribute this to an overemphasis on basic word definitions rather than deeper reading

comprehension. To address this, experts recommend exposing students to analytical

essays to enhance critical thinking and comprehension skills. They also stress the

importance of mastering the mother tongue first, as a strong foundation in the first
language facilitates better understanding of English and prevents language confusion

(Manlapig, 2020).

Thus, this study aims to evaluate the reading literacy levels of junior high school

students at Binmaley School of Fisheries (BSF) to identify gaps and implement effective

strategies for improvement. By examining the root causes of low literacy rates, the research will

provide valuable insights into the challenges students face in reading comprehension. The

findings will serve as a foundation for developing targeted interventions that enhance literacy

skills and overall academic performance. Ultimately, this study seeks to establish sustainable

solutions that foster a stronger reading culture and equip students with the necessary skills for

lifelong learning.