READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST YEAR EDUCATION STUDENTS AT PAMANTASAN NG CABUAYO CABUYAO, LAGUNA: AN ASSESSMENT S. Y. 2011-2012 A Thesis Presented to the Faculty of Pamantasan ng Cabuyao Cabuyao, Laguna In Partial Fulfillment of The Requirements for the Degree of Bachelor of Secondary Education Major in English by: Magallanes, Neressa B. Manago, Annie Vie A. Minor, Ma. Airene M. Sarinas, Mary Grace C. Villanueva, Elsa L. Villanueva, Lyn G. ACKNOWLEDGMENTS The researchers would like to take this opportunity to extend their heartfelt gratitude to those who contributed in the success of the study.
\nTo \u00a0our \u00a0parents \u00a0and \u00a0family, \u00a0for \u00a0loving \u00a0and \u00a0supporting \u00a0us \u00a0morally \u00a0and \u00a0financially. To Dr. Gaudencio L. Lat \u00a0for \u00a0being \u00a0considerate \u00a0and \u00a0understanding \u00a0in\u00a0 the administration\u00a0 of the\u00a0 study. To Professor Honeylie Buitre and Professor Mary Grace Laugico, for giving insights and helping us in the statistical treatment. To Professor\u00a0 Edwin \u00a0Paming\u00a0 for\u00a0 allowing\u00a0 us\u00a0 to\u00a0 conduct\u00a0 the\u00a0 test\u00a0 during\u00a0 his\u00a0 class. To Professor Michelle Morado, for her competent educational guidance and assistance\u00a0 from\u00a0 the\u00a0 very\u00a0 start\u00a0 until\u00a0 the\u00a0 completion\u00a0 of\u00a0 the\u00a0 study. To Mr.
\nRonnie Batiao for his assistance, valuable advices, and generous support. To\u00a0 Ms. Annie Vie Manago,\u00a0 for\u00a0 letting\u00a0 us use\u00a0 her\u00a0 laptop\u00a0 for\u00a0 the\u00a0 typing\u00a0 and\u00a0 editing of\u00a0 the\u00a0 manuscript. To Ms. Elham\u00a0 Kashef\u00a0 Saberi\u00a0 and\u00a0 Ms. Azadeh\u00a0 Kashef\u00a0 Saberi\u00a0 for\u00a0 their\u00a0 help, cooperation\u00a0 and\u00a0 generous\u00a0 support\u00a0 for\u00a0 the\u00a0 completion\u00a0 of\u00a0 this\u00a0 study. To\u00a0 our\u00a0 teachers,\u00a0 for\u00a0 sharing\u00a0 their\u00a0 knowledge\u00a0 and\u00a0 intelligence\u00a0 with\u00a0 the\u00a0 researchers. To\u00a0 our\u00a0 classmates,\u00a0 for\u00a0 sharing\u00a0 ideas,\u00a0 concepts\u00a0 and\u00a0 even\u00a0 moments\u00a0 inside\u00a0 and outside\u00a0 the\u00a0 classroom. The Researchers Vocabulary skills, in particular, are important.<\/p>\n
Why is it important? What are the advantages one can get from gaining a wide range of vocabulary? How do we learn from reading materials? Is reading materials a significant factor in one\u2019s learning ability? It\u00a0 is\u00a0 a\u00a0 fact\u00a0 that\u00a0 reading\u00a0 materials\u00a0 helps\u00a0 in\u00a0 developing\u00a0 the\u00a0 vocabulary\u00a0 skills of\u00a0 the\u00a0 students. They\u00a0 become\u00a0 well\u00a0 informed\u00a0 by\u00a0 reading\u00a0 different\u00a0 reading materials\u00a0 such\u00a0 as\u00a0 educational\u00a0 books,\u00a0 journals,\u00a0 newspapers,\u00a0 dictionaries,\u00a0 and magazines. Most\u00a0 knowledge\u00a0 is\u00a0 transmitted\u00a0 to\u00a0 the\u00a0 printed\u00a0 page\u00a0 or\u00a0 electronically through\u00a0 the\u00a0 World\u00a0 Wide\u00a0 Web.
\nHowever,\u00a0 based\u00a0 on the\u00a0 results\u00a0 of\u00a0 the\u00a0 study,\u00a0 exposure\u00a0 to\u00a0 reading\u00a0 materials does\u00a0 not\u00a0 necessarily\u00a0 mean\u00a0 that\u00a0 you\u00a0 are\u00a0 skilled\u00a0 in\u00a0 terms\u00a0 of\u00a0 vocabulary. There are many\u00a0 factors\u00a0 which\u00a0 needs\u00a0 to\u00a0 be\u00a0 considered\u00a0 such\u00a0 as\u00a0 the\u00a0 age,\u00a0 gender,\u00a0 preferred reading\u00a0 material,\u00a0 reading\u00a0 styles\u00a0 and\u00a0 socio-economic\u00a0 status. The\u00a0 main\u00a0 aim\u00a0 of\u00a0 this\u00a0 study\u00a0 is\u00a0 to\u00a0 determine\u00a0 how\u00a0 reading\u00a0 materials\u00a0 help develop\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 First\u00a0 Year\u00a0 Education\u00a0 of\u00a0 Pamantasan\u00a0 ng\u00a0 Cabuyao. How does their learning styles, age, socio-economic status affects the development of their vocabulary skills? Summary of Findings:
\nThe following are the findings of the study: 1. Majority\u00a0 of\u00a0 the\u00a0 respondents\u00a0 with\u00a0 the\u00a0 frequency\u00a0 of\u00a0 38\u00a0 at\u00a0 38%\u00a0 belong\u00a0 to\u00a0 17 years of\u00a0 age. Female\u00a0 respondents\u00a0 register\u00a0 at\u00a0 a\u00a0 frequency\u00a0 of\u00a0 80\u00a0 comprising\u00a0 80%\u00a0 of\u00a0 the total\u00a0 number\u00a0 of\u00a0 the\u00a0 respondents. Most\u00a0 of\u00a0 the\u00a0 respondents \u00a0belong\u00a0 to\u00a0 the\u00a0 middle class at\u00a0 a\u00a0 frequency\u00a0 of\u00a0 55%. 2. The \u00a0following\u00a0 are\u00a0 the\u00a0 results\u00a0 of\u00a0 a\u00a0 series\u00a0 of\u00a0 tests\u00a0 which\u00a0 reveals\u00a0 that\u00a0 majority\u00a0 read books with\u00a0 weighted\u00a0 mean\u00a0 of\u00a0 3. 81,\u00a0 which\u00a0 implies\u00a0 that\u00a0 the\u00a0 students\u00a0 often\u00a0 read books\u00a0 rather\u00a0 than\u00a0 magazines,\u00a0 dictionaries,\u00a0 journals,\u00a0 and\u00a0 newspapers. . In\u00a0 a\u00a0 series\u00a0 of\u00a0 test\u00a0 conducted,\u00a0 it\u00a0 shows\u00a0 that\u00a0 book\u00a0 is\u00a0 the\u00a0 common\u00a0 reading material\u00a0 read\u00a0 by\u00a0 the\u00a0 students\u00a0 which\u00a0 helps\u00a0 in\u00a0 developing\u00a0 vocabulary\u00a0 skills. 4. The\u00a0 comparative\u00a0 analysis\u00a0\u00a0 resulted\u00a0 in\u00a0 the\u00a0 significant\u00a0 relationship\u00a0 between\u00a0 the exposure\u00a0 to\u00a0 the\u00a0 different\u00a0 reading\u00a0 materials\u00a0 and\u00a0 vocabulary skills\u00a0 development\u00a0 of the\u00a0 respondents. 5. The\u00a0 results\u00a0 of\u00a0 the\u00a0 series\u00a0 of\u00a0 the\u00a0 tests\u00a0 revealed\u00a0 that \u00a0silent\u00a0 reading\u00a0 is\u00a0 the\u00a0 preferred\u00a0 reading\u00a0 style\u00a0 of\u00a0 the\u00a0 students\u00a0 which\u00a0 helps\u00a0 them develop\u00a0 their\u00a0 vocabulary\u00a0 skills,\u00a0 with\u00a0 a\u00a0 weighted mean\u00a0 of\u00a0 2. 3\u00a0 and\u00a0 is\u00a0 verbally\u00a0 interpreted\u00a0 as\u00a0 the\u00a0 highest\u00a0 rank\u00a0 among\u00a0 other\u00a0 reading styles. Summary of Conclusions: Based\u00a0 on\u00a0 the\u00a0 above\u00a0 stated\u00a0 results\u00a0 of\u00a0 the\u00a0 investigation,\u00a0 the\u00a0 following\u00a0 conclusion are\u00a0 drawn: 1. A\u00a0 typical\u00a0 respondent\u00a0 of\u00a0 the\u00a0 study\u00a0 is\u00a0 a\u00a0 female\u00a0\u00a0 First\u00a0 Year\u00a0 Education\u00a0 student\u00a0 of Pamantasan\u00a0 ng\u00a0 Cabuyao\u00a0 belonging\u00a0 to\u00a0 the\u00a0 age\u00a0 of\u00a0 17. Furthermore, the\u00a0 results\u00a0\u00a0\u00a0 showed that\u00a0 more\u00a0 or\u00a0 less\u00a0 half\u00a0 of\u00a0 the\u00a0 respondents\u00a0 belong\u00a0 to\u00a0 the\u00a0\u00a0 middle\u00a0 class\u00a0 as\u00a0 to\u00a0 their\u00a0 socio- economic\u00a0 status\u00a0 with\u00a0 a\u00a0 frequency\u00a0 of\u00a0 55\u00a0 (55%). . The\u00a0 First\u00a0 Year Education\u00a0 students\u00a0 of\u00a0 Pamantasan\u00a0 ng\u00a0 Cabuyao\u00a0 choose\u00a0 to\u00a0 read books frequently\u00a0 rather\u00a0 than\u00a0 magazines,\u00a0 dictionaries,\u00a0 journals,\u00a0 and\u00a0\u00a0 newspaper\u00a0\u00a0 which could\u00a0 help\u00a0 them\u00a0 in\u00a0 developing\u00a0 their\u00a0 vocabulary\u00a0 skills. 3. The\u00a0 common\u00a0 reading\u00a0 materials\u00a0 has\u00a0 no\u00a0 bearing\u00a0 on\u00a0 developing\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0\u00a0 the First\u00a0 Year\u00a0 Education\u00a0 students\u00a0 at\u00a0 Pamantasan\u00a0 ng\u00a0 Cabuyao. 4. Different\u00a0 reading\u00a0 materials\u00a0 has\u00a0 no\u00a0 bearing\u00a0 on\u00a0 developing\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0\u00a0 the First Year\u00a0 Education\u00a0 at\u00a0\u00a0 Pamantasan ng Cabuyao. 5.
\nSilent,\u00a0 oral,\u00a0 and\u00a0 extensive\u00a0 reading\u00a0 are\u00a0 the\u00a0 top\u00a0 three\u00a0 that\u00a0 is\u00a0 most\u00a0 preferred\u00a0 reading styles\u00a0 of\u00a0 the\u00a0 First\u00a0 Year\u00a0 education\u00a0 Students\u00a0 at\u00a0 Pamantasan\u00a0 ng\u00a0 Cabuyao\u00a0\u00a0 that\u00a0 helps develop\u00a0 their\u00a0 vocabulary\u00a0 skills. Recommendations: Based\u00a0 on\u00a0 the\u00a0 result\u00a0 and\u00a0 conclusion\u00a0 of\u00a0 the\u00a0 investigation,\u00a0 the researchers\u00a0 hereby recommend\u00a0 the\u00a0 following: \u00a01. The\u00a0 school\u00a0 must\u00a0 provide\u00a0 interesting\u00a0 reading\u00a0 materials\u00a0 appropriate to\u00a0 the\u00a0 age\u00a0 of\u00a0 the\u00a0 students\u00a0. Therefore,\u00a0 the\u00a0\u00a0 reading\u00a0 materials must\u00a0 be\u00a0 of\u00a0 general\u00a0 interest\u00a0 to\u00a0 all\u00a0 \u00a0 readers\u00a0\u00a0 both\u00a0 female\u00a0 and\u00a0 male.
\nReading\u00a0 materials\u00a0 that\u00a0 contains\u00a0 interesting\u00a0 facts\u00a0 and\u00a0 trivia\u2019s\u00a0 tend\u00a0 to\u00a0 attract\u00a0 readers\u00a0 from both\u00a0 gender. The\u00a0 results\u00a0 also\u00a0 shows\u00a0 that\u00a0 most\u00a0 of\u00a0 the\u00a0 students\u00a0\u00a0 from\u00a0 the\u00a0 College\u00a0 of Education\u00a0\u00a0 belongs\u00a0 to\u00a0 the\u00a0 middle\u00a0 class,\u00a0 but\u00a0\u00a0 it\u00a0 does\u00a0 not\u00a0 mean\u00a0 that\u00a0 those\u00a0 students\u00a0\u00a0\u00a0 from low,\u00a0 higher\u00a0 and\u00a0 highest\u00a0 class\u00a0 should\u00a0 be\u00a0 satisfied\u00a0 with\u00a0 their\u00a0 vocabulary\u00a0 skills. They\u00a0 are recommended\u00a0 to\u00a0 read\u00a0 more,\u00a0 especially\u00a0\u00a0 English\u00a0 in\u00a0 order\u00a0 for\u00a0 them\u00a0 to\u00a0 improve\u00a0 their vocabulary\u00a0 skills\u00a0 that\u00a0 will\u00a0 be\u00a0 necessary\u00a0 in\u00a0 their\u00a0 future\u00a0 professions.
\nIt also recommended that the government should provide reading materials in every schools. 2. The\u00a0school\u00a0must\u00a0provide more\u00a0interesting\u00a0reading materials in the library and the teachers should require to their students to go in the library to read newspapers, journals, magazines, books, and dictionaries. They\u00a0 will\u00a0 be\u00a0 motivated\u00a0\u00a0 to\u00a0 read\u00a0 if\u00a0 the\u00a0 reading\u00a0 materials\u00a0 provided\u00a0 for\u00a0 them concerns\u00a0 the\u00a0 affective\u00a0 domain. 3. More\u00a0 reading\u00a0 and\u00a0 vocabulary\u00a0 exercises\u00a0 are\u00a0 recommended\u00a0 for\u00a0 further\u00a0 enhancement\u00a0 of the\u00a0 students\u00a0 vocabulary\u00a0 skills.
\nEven\u00a0 though\u00a0 the\u00a0 students\u00a0 preferred\u00a0 to\u00a0 read\u00a0 books\u00a0 as\u00a0 the most\u00a0 common\u00a0 reading\u00a0 materials\u00a0 which\u00a0 helps\u00a0 in\u00a0 developing\u00a0 vocabulary\u00a0 skills,\u00a0 the\u00a0\u00a0 teachers should\u00a0\u00a0 promote\u00a0 and\u00a0 motivate\u00a0\u00a0 the\u00a0 students\u00a0 to\u00a0 read\u00a0 other\u00a0 reading\u00a0 materials. Teachers should also motivate the students to read magazines, newspapers, journals and dictionaries. 4. It is recommended that students and teachers must read more different reading materials and make as a daily habit in order to develop their vocabulary skills.
\nAlso recommended\u00a0 that teachers\u00a0 should\u00a0 consider\u00a0 the\u00a0 different\u00a0 reading\u00a0 materials\u00a0 that\u00a0 will be\u00a0 used\u00a0 and\u00a0 its\u00a0 significance, they\u00a0 should\u00a0 consider\u00a0 the individual\u00a0 differences\u00a0\u00a0 of\u00a0\u00a0 the\u00a0 students\u00a0 in\u00a0 motivating\u00a0\u00a0\u00a0 them\u00a0 to\u00a0 read. 5. The\u00a0reading\u00a0styles of the\u00a0students should\u00a0continuously indulge\u00a0\u00a0 themselves\u00a0 in\u00a0 reading\u00a0 for them\u00a0to\u00a0 improve\u00a0 their\u00a0 vocabulary\u00a0 skills. Although\u00a0 some of\u00a0 the\u00a0\u00a0 respondents\u00a0 got\u00a0 average\u00a0 scores\u00a0 in\u00a0 the\u00a0 test, it\u00a0 is\u00a0 not\u00a0 a\u00a0 reason\u00a0 for\u00a0 them\u00a0 to\u00a0 be satisfied.
\nThey\u00a0 are\u00a0 still\u00a0 recommended\u00a0 to\u00a0 read\u00a0 newspaper, magazines, journals, dictionaries, and books \u00a0so\u00a0 they\u00a0 can enhance\u00a0 their\u00a0 vocabulary skills\u00a0 and\u00a0 become\u00a0 effective\u00a0 teachers\u00a0 in\u00a0 the\u00a0 future. TABLE\u00a0 OF\u00a0 CONTENTS PAGE TITLE PAGE\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026………………… i APPROVAL SHEET\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. ii ACKNOWLEDGMENT\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026… iii ABSTRACT\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026… iv TABLE OF CONTENTS\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. v LIST OF FIGURES\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. vi LISTS OF TABLES\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. vii Chapter I: THE PROBLEM AND ITS BACKGROUND
\nIntroduction\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026……………… 1 Background of the Study\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Statement of the Problem\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u20263 Hypotheses of the Study\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 4 Objectives\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Scope and Delimitations\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \u2026. 5 Significance of the Study\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theoretical Framework\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 6 Definition of Terms\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. 9 Chapter II: REVIEW OF RELATED LITERATURE
\nRelated Local Literature\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. 12 Related Foreign Literature\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Related Local Studies\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026………………. 17 Synthesis of Related Literature and Studies\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 19 Chapter III: RESEARCH METHODOLOGY Research\u00a0 Design\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. 21 Respondents\u00a0 of\u00a0 the\u00a0 Study\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Data\u00a0 Gathering\u00a0 Tools\/Instrument\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026……………….. 22 Data\u00a0 Gathering\u00a0 Procedure Statistical\u00a0 Treatments\u00a0 of\u00a0 Data
\nChapter\u00a0 IV:\u00a0 PRESENTATION,\u00a0 ANALYSIS,\u00a0 AND INTERPRETATION Profile\u00a0 of\u00a0 the\u00a0 Respondent\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…………… 26 Statistical\u00a0 Treatment\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u202627 Reading\u00a0 Styles\u00a0 of\u00a0 the\u00a0 Respondents\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026………….. 28 Chapter V:\u00a0 SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION SUMMARY\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u202632 CONCLUSIONS\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026……………. 33 RECOMMENDATION\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026……………. 34 APPENDICES Bibliography Survey\u00a0 Questionnaire Curriculum\u00a0 Vitae LIST OF FIGURES FIGURE 1:\u00a0 CONCEPTUAL PARADIGM LIST\u00a0 OF\u00a0 TABLES 1. Table 1. . The percentage distribution of the respondents according to age. Table 1. 2 The percentage distribution of the respondents according to gender. Table 1. 3The percentage distribution of the respondents according to socio- economic status 2 &3. Table 2&3. Kinds of reading materials, common reading materials and frequency of reading that helps in developing vocabulary skills. 4. Table 4. Test of Hypothesis for Pearson Correlation Coefficient Value 5. Table 5. Reading styles of the students which helps them develop their vocabulary skills.
\nChapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Reading\u00a0 is\u00a0 the\u00a0 basic\u00a0 tool\u00a0 in\u00a0 learning\u00a0 other\u00a0 subjects\u00a0 taught\u00a0 in\u00a0 school. It \u00a0\u00a0is\u00a0 also an\u00a0 instrument\u00a0 in\u00a0 understanding\u00a0 the\u00a0 different\u00a0 subject\u00a0 areas\u00a0 like\u00a0 arithmetic,\u00a0 science, social studies,\u00a0 English\u00a0 and\u00a0 other\u00a0\u00a0 subjects\u00a0 depending\u00a0 on\u00a0 the\u00a0 ability\u00a0 to\u00a0 read. Some\u00a0 students are able\u00a0\u00a0 to\u00a0 sound\u00a0 words\u00a0 although\u00a0 they\u00a0 do\u00a0 not\u00a0 know\u00a0 what\u00a0 the\u00a0\u00a0 word\u00a0 means. In\u00a0 the\u00a0 real sense\u00a0 this\u00a0 is\u00a0 not\u00a0 reading,\u00a0 what\u00a0 the\u00a0 students\u00a0 do\u00a0 is\u00a0 nothing\u00a0\u00a0 but\u00a0 word\u00a0\u00a0 calling (Galves,2005).
\nWhen we read, there must be comprehension, otherwise no learning takes\u00a0\u00a0 place. Some of the students nowadays are fond of reading books. Some \u00a0understand what\u00a0 the\u00a0 author\u00a0 wants\u00a0 to\u00a0 convey\u00a0 while\u00a0 others\u00a0 cannot,\u00a0 others\u00a0\u00a0 just\u00a0 simply\u00a0 read\u00a0 it\u00a0 without analyzing\u00a0 the\u00a0 words\u00a0\u00a0 used,\u00a0 or\u00a0 simply\u00a0 for\u00a0 fun\u00a0 and\u00a0 entertainment\u00a0 only. On \u00a0the \u00a0other \u00a0hand, some would consider it as a habit. Reading\u00a0 books\u00a0 affect\u00a0 the\u00a0 student\u2019s\u00a0 or\u00a0 learner\u2019s\u00a0 way\u00a0 of\u00a0 thinking,\u00a0 the\u00a0 way\u00a0 they act, the\u00a0 way they\u00a0 communicate and interact with other people.
\nIt proves that learning is limitless because some are not contented in one reference only. Reading is a good hobby, yet it needs proper parental guidance to prevent the child or youth in reading books\u00a0 or\u00a0 any\u00a0 reading\u00a0\u00a0 material\u00a0 which\u00a0 is\u00a0 inappropriate\u00a0 for\u00a0 their\u00a0 age\u00a0 level . Students\u00a0 often get\u00a0 addicted\u00a0 in\u00a0 reading,\u00a0 especially\u00a0 pocketbooks,\u00a0 and\u00a0 tend\u00a0 to\u00a0 disregard\u00a0 their\u00a0 assignments and\u00a0 even\u00a0 their\u00a0 duties\u00a0 at\u00a0 home. Reading\u00a0 is\u00a0 a\u00a0 good,\u00a0 meaningful\u00a0 and\u00a0 relaxing\u00a0 way\u00a0 of\u00a0 spending\u00a0 your\u00a0 past time, instead\u00a0 of\u00a0 playing\u00a0 cards ,\u00a0 window\u00a0 shopping,\u00a0 and\u00a0\u00a0 hanging\u00a0 out\u00a0 with\u00a0 friends.
\nBy\u00a0 reading, you\u00a0 will learn\u00a0 more,\u00a0 it\u00a0 will\u00a0 broaden\u00a0 your\u00a0 mind\u00a0 and\u00a0 help\u00a0 you\u00a0 understand\u00a0 what\u00a0 is\u00a0 the reality of\u00a0 life. Sometimes,\u00a0 it\u00a0 changes\u00a0 people\u2019s\u00a0 perception\u00a0 or\u00a0 views\u00a0 in\u00a0 life\u00a0 and\u00a0 somehow develops\u00a0 and enhances\u00a0 good\u00a0 personality,\u00a0 because\u00a0 of\u00a0 the\u00a0 ideas\u00a0 and\u00a0 knowledge\u00a0 earned from\u00a0 what\u00a0 has\u00a0 been\u00a0 read. According\u00a0 to\u00a0 Cziko\u00a0 et\u00a0 al\u00a0 (2000)\u00a0 reading\u00a0 is\u00a0 sharing\u00a0 and\u00a0 getting\u00a0 information\u00a0 and idea\u00a0 from\u00a0 the\u00a0 text. Many\u00a0 people\u00a0 think\u00a0 of\u00a0 reading\u00a0 skills\u00a0 which\u00a0 is\u00a0 taught\u00a0 once\u00a0\u00a0 and\u00a0 for all\u00a0 on\u00a0 few\u00a0 years\u00a0 of\u00a0 school.
\nMore often credits (or\u00a0blame)\u00a0 for\u00a0 students\u00a0 reading\u00a0 ability goes\u00a0 to\u00a0 primary\u00a0 teachers. Upper elementary and secondary school teachers at grade level only\u00a0 need\u00a0 to\u00a0 teach\u00a0 new\u00a0 concepts\u00a0 relevant\u00a0 to\u00a0 their\u00a0 students\u00a0 ability\u00a0 to\u00a0 comprehend. See this way, reading\u00a0\u00a0 process; readers decode each word in a text and then automatically comprehend\u00a0 the\u00a0 meaning\u00a0 of\u00a0 the\u00a0 words\u00a0 as\u00a0 they\u00a0 do\u00a0 their\u00a0 everyday\u00a0\u00a0 spoken\u00a0\u00a0 language. Reading\u00a0\u00a0 makes\u00a0\u00a0 our\u00a0\u00a0 mind\u00a0 active\u00a0 because\u00a0 it\u00a0 is\u00a0 significant\u00a0 to\u00a0 apply\u00a0\u00a0\u00a0 the\u00a0 acquired knowledge\u00a0\u00a0 in\u00a0 our\u00a0 daily\u00a0 lives.
\nOur\u00a0\u00a0 imagination expands\u00a0\u00a0\u00a0 and enhances\u00a0\u00a0 our cognitive ability through what the readers have read. Also,\u00a0 through\u00a0 reading ,\u00a0 ability\u00a0 to\u00a0 analyze\u00a0 and evaluate\u00a0 the\u00a0 text\u00a0 to\u00a0 criticize\u00a0 or\u00a0 make\u00a0 some\u00a0 conclusion\u00a0 is\u00a0 also\u00a0 developed. In\u00a0\u00a0 reading, you\u00a0\u00a0 recognize the structure of grammar. A\u00a0 child\u00a0 exposed\u00a0 in\u00a0\u00a0\u00a0 reading\u00a0 earlier\u00a0 in\u00a0 his\/her childhood\u00a0\u00a0 stage\u00a0\u00a0\u00a0 provides\u00a0 exercise\u00a0 in\u00a0 his\/ her\u00a0 mind. It \u00a0\u00a0also develops their cognitive ability and improves their intelligence.
\nIt\u00a0 is\u00a0 for\u00a0 this\u00a0 reason\u00a0 that\u00a0 the\u00a0 researchers\u00a0 will\u00a0 undertake\u00a0 this\u00a0 study\u00a0 and\u00a0 use the\u00a0 first\u00a0 year\u00a0 Education\u00a0 students\u00a0 as\u00a0 the\u00a0\u00a0 respondents;\u00a0 the\u00a0 purpose\u00a0 is\u00a0 to\u00a0 find\u00a0 out\u00a0 how students\u00a0 would\u00a0 cope\u00a0 with\u00a0 their\u00a0 education\u00a0 by\u00a0 means of\u00a0 determining\u00a0 the\u00a0 reading materials\u00a0\u00a0 that\u00a0 could\u00a0 enhance\u00a0 the\u00a0 vocabulary\u00a0 of\u00a0 the\u00a0 students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to: \u00a0 1. 1\u00a0\u00a0\u00a0\u00a0 Age 1. 2\u00a0\u00a0\u00a0\u00a0 Gender 1. 3\u00a0\u00a0\u00a0\u00a0 Socio-economic status 2. To determine\u00a0 the\u00a0 kind\u00a0 of\u00a0 reading\u00a0 materials\u00a0 being\u00a0 read\u00a0 and\u00a0 the\u00a0\u00a0 frequency\u00a0 of\u00a0 reading. 3.
\nTo\u00a0 determine\u00a0 what\u00a0 reading\u00a0 materials\u00a0 commonly\u00a0 read\u00a0 by\u00a0 the\u00a0 students\u00a0 helps\u00a0 in\u00a0 developing\u00a0 their\u00a0 vocabulary\u00a0 skills. 4. To\u00a0 determine\u00a0 the\u00a0 significant\u00a0 relationship between\u00a0 exposure of\u00a0 different\u00a0 reading\u00a0 materials\u00a0 and\u00a0 developing\u00a0 the\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students. 5. To\u00a0 ascertain\u00a0\u00a0 the\u00a0 reading\u00a0 styles\u00a0 of\u00a0 the\u00a0 students\u00a0 in\u00a0 developing\u00a0 vocabulary\u00a0 skills. Statement of the Problem This\u00a0 study\u00a0 will\u00a0 attempt\u00a0 to\u00a0 find\u00a0 out\u00a0 on\u00a0 how\u00a0 reading\u00a0 materials\u00a0 help\u00a0 in\u00a0 developing the\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students\/learners\u00a0 particularly\u00a0 in selected First\u00a0 Year\u00a0 Education students\u00a0 (BSED and BEEd)\u00a0 at\u00a0 PnC.
\nSpecifically, the study will be answering the following questions: 1. What\u00a0 is\u00a0 the\u00a0 demographic\u00a0 profile\u00a0 of\u00a0 the\u00a0 respondents\u00a0 in\u00a0 terms\u00a0 of: 1. 1\u00a0\u00a0Age; 1. 2 Gender; and 1. 2\u00a0\u00a0Socio-economic Status? 2. What kind of reading materials are being read and the frequency of reading? 3. What\u00a0 are\u00a0 the\u00a0 common\u00a0 reading\u00a0 materials\u00a0 read\u00a0 by\u00a0 the\u00a0 students\u00a0 that\u00a0 helps\u00a0 in developing\u00a0 their\u00a0 vocabulary\u00a0 skills: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 3. 1 Books; 3. 2. Magazines; 3. 3. Journals; 3. 4. Newspapers; and 3. 5. Dictionary? 4.
\nIs\u00a0 there\u00a0 any\u00a0 significant\u00a0 relationship\u00a0 of\u00a0 exposure\u00a0 in\u00a0 different\u00a0 reading\u00a0 materials\u00a0 and\u00a0\u00a0 developing vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students? 5. What\u00a0 are\u00a0 the\u00a0 reading\u00a0 styles\u00a0 of\u00a0 the\u00a0 students\u00a0 which\u00a0 helps\u00a0 them\u00a0 to\u00a0 develop\u00a0 their\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 vocabulary\u00a0 skills? Hypothesis of the Study To\u00a0 be\u00a0 able\u00a0 to\u00a0 answer\u00a0 the\u00a0 above\u00a0 questions,\u00a0 the\u00a0 study\u00a0 divided\u00a0 the\u00a0 following hypothesis. Null\u00a0 hypothesis-\u00a0 There\u00a0 is\u00a0 no\u00a0 significant\u00a0 relationship\u00a0 between\u00a0 exposure\u00a0 to\u00a0 different reading\u00a0 materials\u00a0 and\u00a0 the\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students.
\nAlternative\u00a0 hypothesis-\u00a0 There\u00a0 is\u00a0 a\u00a0 significant\u00a0 relationship\u00a0 between\u00a0 exposure\u00a0 to different\u00a0 reading\u00a0 materials\u00a0 and\u00a0 the\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students. Objectives 1. To\u00a0 determine\u00a0 the\u00a0\u00a0 vocabulary\u00a0 development\u00a0 of\u00a0 the\u00a0 respondents\u00a0 when grouped according\u00a0\u00a0 to: 1. 1\u00a0\u00a0Age; 1. 2\u00a0\u00a0Gender 1. 3\u00a0\u00a0Socioeconomic\u00a0 status 2. To determine\u00a0 the\u00a0 kind\u00a0 of\u00a0 reading\u00a0 materials\u00a0 being\u00a0 read\u00a0 and\u00a0 the\u00a0 \u00a0frequency\u00a0 of\u00a0 reading. 3. To\u00a0 determine\u00a0 what\u00a0 reading\u00a0 materials\u00a0 commonly\u00a0 read\u00a0 by\u00a0 the\u00a0 students\u00a0 helps\u00a0 in\u00a0 developing\u00a0 their\u00a0 vocabulary\u00a0 skills. . To\u00a0 determine\u00a0 the\u00a0 significant\u00a0 relationship between\u00a0 exposure \u00a0of\u00a0 different\u00a0 reading\u00a0 materials\u00a0 and\u00a0 developing\u00a0 the\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students. 5. To\u00a0 ascertain\u00a0\u00a0 the\u00a0 reading\u00a0 styles\u00a0 of\u00a0 the\u00a0 students\u00a0 in\u00a0 developing\u00a0 vocabulary\u00a0 skills. SCOPE AND LIMITATION This\u00a0 study\u00a0 limits\u00a0 its\u00a0 coverage\u00a0 on\u00a0 first\u00a0 year\u00a0 Education\u00a0 students\u00a0 at\u00a0 Pamantasan ng Cabuyao,\u00a0 Laguna. It\u2019s\u00a0 main\u00a0 purpose\u00a0 is\u00a0 to\u00a0 determine\u00a0 the\u00a0 effectiveness\u00a0 of\u00a0 reading materials\u00a0 in\u00a0 developing\u00a0\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 respondents.
\nIn \u00a0this\u00a0 study,\u00a0 the researchers\u00a0 limit\u00a0 the\u00a0 use\u00a0 of\u00a0 English\u00a0 reading\u00a0 materials\u00a0 on\u00a0 the\u00a0 following:\u00a0\u00a0 educational books,\u00a0 journals, magazines,\u00a0 newspapers,\u00a0 and\u00a0 dictionary. The\u00a0 researchers\u00a0 limits\u00a0 their\u00a0 reading styles\u00a0 in\u00a0 oral,\u00a0 silent,\u00a0 scanning,\u00a0 skimming,\u00a0 extensive,\u00a0 and\u00a0 intensive\u00a0 types\u00a0 of\u00a0 reading. DELIMITATION This\u00a0 study\u00a0 did not cover \u00a0other\u00a0 courses, year\u00a0 levels, other\u00a0 reading materials\u00a0 other\u00a0 than\u00a0 educational books,\u00a0 journals, magazines,\u00a0 newspapers, and dictionary and\u00a0 reading\u00a0 styles\u00a0 other\u00a0 than\u00a0 oral,\u00a0 silent,, scanning,\u00a0 skimming,\u00a0 extensive, intensive\u00a0 reading\u00a0 styles of\u00a0 the\u00a0 respondents.
\nSIGNIFICANCE\u00a0 OF\u00a0 THE STUDY This\u00a0 research\u00a0 study\u00a0 wants\u00a0 to\u00a0 gain\u00a0 information\u00a0 on\u00a0 the\u00a0 reading materials\u00a0 in developing \u00a0vocabulary\u00a0 skills\u00a0 of\u00a0 selected\u00a0 First Year\u00a0 Education\u00a0 students\u00a0 at\u00a0 Pamantasan ng\u00a0 Cabuyao,\u00a0 Laguna,\u00a0 school\u00a0 year\u00a0 2011-2012. This\u00a0 will\u00a0 serve\u00a0 as\u00a0 the\u00a0\u00a0 springboard\u00a0 or basis\u00a0 to\u00a0 improve\u00a0 the\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 the\u00a0 students. School Administrators. The\u00a0 result\u00a0 can\u00a0 be\u00a0 used\u00a0 as\u00a0 the\u00a0 basis\u00a0 for\u00a0 providing reading\u00a0 materials\u00a0 taking\u00a0 into\u00a0 consideration\u00a0 the\u00a0 needs\u00a0 of\u00a0 college\u00a0 students in developing their vocabulary skills.
\nSchool Instructors and Professors. The\u00a0 findings\u00a0\u00a0 of\u00a0 the\u00a0 study\u00a0 could\u00a0 help instructors\u00a0 and\u00a0 professors\u00a0 to\u00a0 identify\u00a0 the\u00a0 reading\u00a0 materials\u00a0 being\u00a0 used\u00a0 where\u00a0 they have\u00a0 to\u00a0 apply\u00a0 certain\u00a0 techniques\u00a0 and\u00a0 strategies\u00a0 in\u00a0 relation\u00a0 of\u00a0 developing\u00a0 vocabulary skills. Students. The\u00a0\u00a0 result\u00a0\u00a0 of\u00a0\u00a0 the\u00a0 study\u00a0 may\u00a0 provide\u00a0 the\u00a0 concerned\u00a0 pupils how to\u00a0 broaden\u00a0 the\u00a0 vocabulary\u00a0 skills. Theoretical framework: Robert\u00a0 Gagne\u2019s\u00a0 Information\u00a0 Processing\u00a0 Theory\u00a0 or\u00a0 Information-processing Approach\u00a0\u00a0(1950).
\nThe\u00a0 two\u00a0 theoretical\u00a0 ideas\u00a0 considered\u00a0 fundamental\u00a0 to\u00a0 cognitive\u00a0psychology\u00a0 and\u00a0 information processing\u00a0 framework\u00a0 were\u00a0 \u201cchunking\u201d\u00a0 and\u00a0 the\u00a0\u00a0test-operate- test-exit\u00a0 (TOTE). Chunk\u00a0 is\u00a0 any\u00a0 meaningful\u00a0 unit\u00a0 of\u00a0 information\u00a0 and\u00a0 is\u00a0 good\u00a0 or\u00a0appropriate\u00a0 for\u00a0 the\u00a0 capacity\u00a0 of the\u00a0 short-term\u00a0 memory,\u00a0 like\u00a0 for\u00a0 example\u00a0 familiarizing\u00a0 any\u00a0digit,\u00a0 word,\u00a0 chess\u00a0 positions,\u00a0 or\u00a0 students\u2019\u00a0 faces. It\u00a0 implies\u00a0 that\u00a0 short-term\u00a0 memory\u00a0 could\u00a0only\u00a0 hold\u00a0 5-9\u00a0 chunks\u00a0 of\u00a0 information\u00a0 either\u00a0 seven\u00a0 plus\u00a0 or\u00a0 minus\u00a0 two. TOTE\u00a0 can\u00a0 possibly\u00a0replace\u00a0 the\u00a0 stimulus\u00a0 response\u00a0 as\u00a0 fundamental\u00a0 unit\u00a0 of\u00a0 behavior.
\nHere,\u00a0 there\u00a0 is\u00a0 aconduction\u00a0 of\u00a0 testing\u00a0 cycle\u00a0 which\u00a0 is\u00a0 repeated\u00a0 for\u00a0 several\u00a0 times\u00a0 to\u00a0 determine\u00a0 the\u00a0 success\u00a0of\u00a0 its\u00a0 operation\u00a0 until\u00a0 the\u00a0 goal\u00a0 is\u00a0 achieved\u00a0 which\u00a0 can\u00a0 be\u00a0 a\u00a0 good\u00a0 foundation\u00a0 for\u00a0 problem-\u00a0solving\u00a0 tasks. Origin\u00a0 of\u00a0 information\u00a0 processing\u00a0 theory\u00a0 began\u00a0 in\u00a0 cybernetics,\u00a0 game\u00a0 theory,\u00a0communication\u00a0 theory\u00a0 and\u00a0 information\u00a0 theory\u00a0 which\u00a0 gained\u00a0 its\u00a0 popularity\u00a0 when\u00a0 these\u00a0things\u00a0 reach\u00a0 their\u00a0 full\u00a0 development. This\u00a0 theory\u00a0 likened\u00a0 the\u00a0 mind\u00a0 to\u00a0 a\u00a0 processing\u00a0 system\u00a0where\u00a0 knowledge\u00a0 is\u00a0 represented\u00a0 in\u00a0 the form\u00a0 of\u00a0 symbols.
\nIt\u00a0 is\u00a0 important\u00a0 to\u00a0 study\u00a0 information-processing\u00a0 approach\u00a0 in\u00a0 order\u00a0 to\u00a0 understand how\u00a0 information\u00a0 is\u00a0 encoded,\u00a0\u00a0 processed,\u00a0 stored,\u00a0 and\u00a0 retrieved. In\u00a0\u00a0sensory\u00a0 registers, information\u00a0 from\u00a0 external\u00a0 environment\u00a0 is\u00a0 represented\u00a0 in\u00a0 its\u00a0 original\u00a0 sensory\u00a0 form\u00a0 where there\u00a0 is\u00a0 a\u00a0 separate\u00a0 register\u00a0 for\u00a0 each\u00a0 sensory\u00a0 modality\u00a0 like\u00a0 visual,\u00a0 auditory,\u00a0 tactile, kinesthetic,\u00a0 or\u00a0 olfactory\u00a0 that\u00a0 can\u00a0 hold\u00a0 large\u00a0 amount\u00a0 of\u00a0 information,\u00a0 yet\u00a0 only\u00a0 for\u00a0 a\u00a0 matter of\u00a0 milliseconds. Information\u00a0 can\u00a0 be\u00a0 lost\u00a0 at\u00a0 the\u00a0 end\u00a0 of\u00a0 that\u00a0 time\u00a0 unless\u00a0 it\u00a0 can\u00a0 be described\u00a0 during\u00a0 the\u00a0\u00a0pattern\u00a0 recognition\u00a0 process.
\nShort-term Memory\u00a0 System\u00a0(STM)\u00a0 functions\u00a0 in\u00a0 two\u00a0 important\u00a0 ways:\u00a0 1)\u00a0 it organizes\u00a0 information\u00a0 by\u00a0 integrating\u00a0 new\u00a0 information\u00a0 with\u00a0 the\u00a0 existing\u00a0 information\u00a0 and\u00a0 2) it\u00a0 temporarily\u00a0 stores\u00a0 information\u00a0 for \u00a0the\u00a0 learners\u2019\u00a0 use\u00a0 (Kameenui,\u00a0 Carnine,\u00a0 Dixon, Simmons,\u00a0 &\u00a0 Coyne,\u00a0 2002). Also\u00a0 known\u00a0 as\u00a0 the\u00a0\u00a0working\u00a0 memory,\u00a0 the\u00a0 short-term memory\u00a0 system\u00a0 has\u00a0 a\u00a0 smaller\u00a0 capacity,\u00a0 but\u00a0 its\u00a0 representations\u00a0 are\u00a0 more durable. In STM,\u00a0 we\u00a0 utilize\u00a0 different\u00a0 strategies\u00a0 and\u00a0 techniques\u00a0 to\u00a0 remember\u00a0 or\u00a0 solve\u00a0 problems.
\nLimited\u00a0 pieces\u00a0 of\u00a0 information\u00a0 only\u00a0 can\u00a0 be\u00a0 stored,\u00a0 and\u00a0 for\u00a0 a\u00a0 short\u00a0 period\u00a0 of\u00a0 time. On the\u00a0 other\u00a0 hand,\u00a0 if\u00a0 we\u00a0 do\u00a0 some\u00a0 cognitive\u00a0 operations\u00a0 on\u00a0 the\u00a0 data,\u00a0 we\u00a0 can\u00a0 store\u00a0 them in\u00a0 the\u00a0\u00a0long-term\u00a0 memory\u00a0(LTM). Data\u00a0 that\u00a0 is\u00a0 stored\u00a0 at\u00a0 the\u00a0 LTM\u00a0 is\u00a0 expected\u00a0 to\u00a0 be stored\u00a0 indefinitely,\u00a0 and\u00a0 is\u00a0 labeled\u00a0 as\u00a0 verbal\u00a0 or\u00a0 visual\u00a0 information\u00a0 for\u00a0 future\u00a0 use; it includes\u00a0 the\u00a0 episodic\u00a0 and\u00a0 semantic\u00a0 knowledge. There\u00a0 are\u00a0 several\u00a0 ways\u00a0 to develop\/strengthen\u00a0 the\u00a0 short-term\u00a0 memory\u00a0 system\u00a0 these\u00a0 are\u00a0 repetition,\u00a0 chunking, identification\u00a0 of\u00a0 logical\u00a0 patterns \u00a0Brownell (2002).
\nThe\u00a0 Long-term\u00a0 Memory\u00a0 System\u00a0\u00a0(LTM)\u00a0 is\u00a0 a\u00a0 warehouse\u00a0 of\u00a0 knowledge. It\u00a0 is\u00a0 also known\u00a0 as\u00a0 data\u00a0 bank\u00a0 that\u00a0 stores\u00a0 information\u00a0 likened\u00a0 to\u00a0 a\u00a0 floppy\u00a0 disk,\u00a0 hard\u00a0 desktop\u00a0 USB that\u00a0 stores\u00a0 huge\u00a0 amount\u00a0 of\u00a0 information. When\u00a0 we\u00a0 perceive\u00a0 something\u00a0 with\u00a0 our\u00a0 sensory modalities,\u00a0 we\u00a0 are\u00a0 able\u00a0 to\u00a0 form\u00a0 and\u00a0 arrange \u00a0information\u00a0 into\u00a0 meaningful\u00a0 order\u00a0 as\u00a0 we progressively\u00a0 make\u00a0 connections\u00a0 in\u00a0 our\u00a0 brain. The\u00a0 group\u00a0 of\u00a0 neurons\u00a0 help\u00a0 us\u00a0 integrate knowledge,\u00a0 arrange\u00a0 it,\u00a0 and\u00a0 utilize\u00a0 it\u00a0 in\u00a0 a\u00a0 meaningful\u00a0 context\u00a0 so\u00a0 we\u00a0 can\u00a0 understand\u00a0 the everyday\u00a0 occurrences.
\nFor\u00a0 sensory\u00a0 input\u00a0 to\u00a0 be\u00a0 effective,\u00a0 all\u00a0 our senses\u00a0 should\u00a0 be\u00a0 fully operational. A\u00a0 student\u00a0 who\u00a0 cannot\u00a0\u00a0 see\u00a0 or\u00a0 hear\u00a0 better\u00a0 is\u00a0 not\u00a0 in\u00a0 better\u00a0 condition\u00a0 to\u00a0 attend to\u00a0 and\u00a0 process\u00a0 the\u00a0 environmental\u00a0 stimuli. Brownell\u00a0 (2002)\u00a0 also\u00a0 identified\u00a0 certain\u00a0 LTM techniques\u00a0 they\u00a0 are\u00a0 association,\u00a0 categorization,\u00a0 mediation,\u00a0 imagery,\u00a0 and\u00a0 mnemonics. Aquino (2009). According to Lockhart (2000)\u00a0 that\u00a0 in\u00a0 recall,\u00a0 you\u00a0 produce\u00a0 a\u00a0 fact,\u00a0 a\u00a0 word,\u00a0 or\u00a0 other item\u00a0 from\u00a0 memory. Fill-\u00a0 in\u00a0 -the-\u00a0 blank\u00a0 tests \u00a0require\u00a0 that\u00a0 you\u00a0 recall\u00a0 items\u00a0 from\u00a0 memory.
\nIn\u00a0 recognition,\u00a0 you\u00a0 select\u00a0 or\u00a0 otherwise\u00a0 identify\u00a0 an\u00a0 item\u00a0 as\u00a0 being\u00a0 one\u00a0 that\u00a0 you\u00a0 learned previously. Working\u00a0 memory\u00a0 holds\u00a0 only\u00a0 the\u00a0 most\u00a0 recently\u00a0 activated\u00a0\u00a0 portion\u00a0 of\u00a0 long-term memory,\u00a0 and\u00a0 it\u00a0 moves\u00a0 these\u00a0 activated\u00a0 elements\u00a0 into\u00a0 and\u00a0 out\u00a0 of\u00a0 brief,\u00a0 temporary\u00a0 memory storage\u00a0 ( Dosher). Conceptual\u00a0 Framework: Input Process Output Definition\u00a0 of\u00a0 Terms The\u00a0 following\u00a0 words\u00a0 are\u00a0 used\u00a0 operationally\u00a0 in\u00a0 this\u00a0 study: Communication.
\nThis\u00a0 refers\u00a0 in\u00a0 giving\u00a0 or\u00a0 receiving\u00a0 of\u00a0 information,\u00a0 this\u00a0 can\u00a0 be\u00a0 done\u00a0 by gestures,\u00a0 writings\u00a0 and\u00a0 by\u00a0 talking. Comprehension. This\u00a0 refers\u00a0 to\u00a0 the\u00a0 readers\u00a0 understanding\u00a0 to\u00a0 what\u00a0 the\u00a0 author\u00a0 has\u00a0 written. according\u00a0 to\u00a0 the\u00a0 expert,\u00a0 it\u00a0 requires the\u00a0 fusion\u00a0 in\u00a0 meanings\u00a0 of\u00a0 separate words\u00a0\u00a0 into\u00a0 chain\u00a0 of\u00a0 related\u00a0 ideas. Decode\u00a0– Figure out how to pronounce. Education\u00a0– This refers to the acquisition of knowledge, skills, abilities and attitude, through instruction\u00a0 and\u00a0 training. Effectiveness. This\u00a0 word\u00a0 refers\u00a0 to\u00a0 an expected\u00a0 response. It\u00a0 is\u00a0 synonymous\u00a0 to\u00a0 the word\u00a0\u00a0 success.
\nExtensive reading. Comprehensive\u00a0\u00a0reading\u00a0 of\u00a0 long\u00a0 texts\u00a0 or\u00a0 books\u00a0 for\u00a0 the expres purpose\u00a0 of\u00a0 discerning\u00a0 global\u00a0 meaning\u00a0 images\u00a0 is\u00a0 the\u00a0 art\u00a0 of\u00a0 extensive reading. It\u00a0 is\u00a0 reading\u00a0 imaginatively,\u00a0 creatively,\u00a0 and\u00a0 critically. Intensive reading. This reading strategy which is \u00a0characterized\u00a0 by deliberate attention and \u00a0\u00a0\u00a0deep\u00a0 concentration. It \u00a0is \u00a0reading\u00a0 for\u00a0 details. Learning. This\u00a0 refers\u00a0 to\u00a0 the\u00a0 psychological\u00a0 activity\u00a0 in\u00a0 development\u00a0 such\u00a0 as acquisition \u00a0\u00a0of\u00a0\u00a0 symbol\u00a0 knowledge\u00a0 or\u00a0 motor\u00a0 skills,\u00a0 and\u00a0 as\u00a0 intellectual and \u00a0\u00a0creative\u00a0 process.
\nLong\u00a0 term\u00a0 memory. Warehouse\u00a0 of\u00a0 knowledge\u00a0 and\u00a0 also\u00a0 known\u00a0 as\u00a0 data\u00a0 bank\u00a0 that\u00a0 stores information\u00a0\u00a0 likened\u00a0 to\u00a0 floppy\u00a0 disk,\u00a0 hard\u00a0 disk,\u00a0 or\u00a0 USB\u00a0 that\u00a0 stores huge\u00a0\u00a0 amount\u00a0 of\u00a0 information. Reading. Refers\u00a0 to\u00a0 the\u00a0 recognition\u00a0 of\u00a0 printed\u00a0 or\u00a0 written\u00a0 symbol,\u00a0 which\u00a0 serve as stimuli\u00a0\u00a0 for\u00a0 the\u00a0 recall. Reading\u00a0\u00a0 Interest. This\u00a0 refers\u00a0 to\u00a0 the\u00a0 pleasure\u00a0 or\u00a0 enjoyment\u00a0 of\u00a0 someone\u00a0 when\u00a0 interprets or understand\u00a0 a\u00a0 reading\u00a0 materials. Sensory\u00a0\u00a0 Register. Information\u00a0\u00a0\u00a0 from external environment is represented\u00a0 in\u00a0 its\u00a0 original sensory\u00a0\u00a0 form.
\nScanning. The research for a specific information or for an appropriate answer to a particular question is referred to as scanning. Skimming. As\u00a0 a\u00a0\u00a0 strategy,\u00a0 skimming\u00a0 refers\u00a0 to\u00a0 the\u00a0 method\u00a0 of\u00a0 glancing\u00a0 rapidly through\u00a0\u00a0the\u00a0 reading selection or text for the purpose of\u00a0 extracting\u00a0 the thought , the\u00a0 gist\u00a0 or\u00a0 main\u00a0 points. Short\u00a0 term memory. Temporarily stores information for the learner\u2019s use, also known as\u00a0\u00a0 the\u00a0working\u00a0 memory. It\u00a0 has\u00a0 a\u00a0 smaller\u00a0 capacity\u00a0 but\u00a0 its representations\u00a0\u00a0 are\u00a0 more\u00a0 durable. Chapter 2
\nRELATED\u00a0 LITERATURE\u00a0 AND\u00a0 STUDIES The\u00a0 literature\u00a0 that\u00a0 follow\u00a0 are\u00a0 taken\u00a0 from\u00a0 different\u00a0 authors\u00a0 that\u00a0 enlighten\u00a0 the researchers\u00a0 on\u00a0 angle\u00a0 and\u00a0 aspects\u00a0 of\u00a0 the\u00a0 current\u00a0 study. RELATED\u00a0 LITERATURE Local\u00a0 Literature Reading\u00a0 is\u00a0 a\u00a0 dynamic\u00a0 process\u00a0 in\u00a0 which\u00a0\u00a0\u00a0 the\u00a0 reader\u00a0 interacts\u00a0 with\u00a0 the \u00a0text\u00a0 to construct\u00a0\u00a0 meaning. Inherent\u00a0 in\u00a0 constructing\u00a0 meaning\u00a0 is\u00a0 the\u00a0 reader’s\u00a0 ability\u00a0 to\u00a0 activate prior\u00a0 knowledge\u00a0 use reading\u00a0 strategies\u00a0 and\u00a0 adapt\u00a0 to\u00a0 the\u00a0 reading\u00a0 situation. (Ma. Cecilia Crudo 2005) Foreign\u00a0 Literature
\nThe\u00a0 importance \u00a0of\u00a0 vocabulary\u00a0 to\u00a0 life\u00a0 success\u00a0 makes\u00a0 it\u00a0 of\u00a0 practical\u00a0 importance\u00a0 for Investigation\u00a0 (Hoff 2007). Executive\u00a0 functioning\u00a0 refers\u00a0 to\u00a0 a\u00a0 variety\u00a0 of\u00a0 related\u00a0 cognitive\u00a0 skills\u00a0 that\u00a0 involve\u00a0 the ability\u00a0 to\u00a0 maintain\u00a0 task-relevant\u00a0 information\u00a0 in\u00a0 short-term\u00a0 memory,\u00a0 as\u00a0 well\u00a0 as\u00a0 the\u00a0 ability to\u00a0 manipulate\u00a0 this\u00a0 information\u00a0 through\u00a0 the\u00a0 engagement\u00a0 of\u00a0 focused\u00a0 attention\u00a0 (National Institute\u00a0 of\u00a0 Child\u00a0 Health\u00a0 and\u00a0 Human\u00a0 Development\u00a0 Early\u00a0 Child\u00a0 Care\u00a0 Research\u00a0 Network [NICHD ECCRN],\u00a0 2005;\u00a0 Wolfe\u00a0 Bell,\u00a0 2007).
\nAmong\u00a0 these\u00a0 skills\u00a0 are\u00a0 working\u00a0 memory and\u00a0 cognitive\u00a0 inhibitory\u00a0 control,\u00a0 both\u00a0 of\u00a0 which\u00a0 are\u00a0 associated\u00a0 with\u00a0 frontal\u00a0 lobe\u00a0 function. Children\u00a0 who\u00a0 are\u00a0 able\u00a0 to\u00a0 engage\u00a0 in\u00a0 goal-directed\u00a0 behavior\u00a0 by\u00a0 reducing\u00a0 their\u00a0 attention\u00a0 to distracting\u00a0 stimuli,\u00a0 either\u00a0 internal\u00a0 or\u00a0 external,\u00a0 demonstrate\u00a0 such\u00a0 skills. When\u00a0 in\u00a0 a \u00a0learning situation\u00a0 with\u00a0 other\u00a0 children\u00a0 or\u00a0 adults,\u00a0 increasing\u00a0 levels\u00a0 of\u00a0 shyness\u00a0 may\u00a0 be\u00a0 associated with\u00a0 a\u00a0 decreased \u00a0ability\u00a0 to\u00a0 focus\u00a0 attention\u00a0 on\u00a0 the\u00a0 task\u00a0 at\u00a0 hand.
\nExploration\u00a0 of,\u00a0 and\u00a0 engagement\u00a0 with,\u00a0 the\u00a0 environment\u00a0 fosters\u00a0 the\u00a0 development\u00a0 of vocabulary\u00a0 (Hart, 2004; Horn & Blankson, 2005;). Family environments provide opportunities for the development of vocabulary. Individuals\u00a0 who are\u00a0 reared\u00a0 in\u00a0 home\u00a0 environments\u00a0 that\u00a0 encourage\u00a0 exploration\u00a0 have\u00a0 many\u00a0 opportunities\u00a0 for the\u00a0\u00a0 development\u00a0 of\u00a0 vocabulary.
\nIndeed,\u00a0\u00a0 research\u00a0\u00a0 has\u00a0 repeatedly\u00a0 supported\u00a0 the proposition\u00a0 that\u00a0 opportunities\u00a0 for\u00a0 productive\u00a0 activity\u2014the\u00a0 extent\u00a0 to\u00a0 which\u00a0 toys\u00a0 and learning\u00a0 materials\u00a0 are\u00a0 available\u00a0 in\u00a0 the\u00a0 home\u00a0 environment,\u00a0 along\u00a0 with\u00a0 the\u00a0 extent\u00a0 to\u00a0 which parents\u00a0 directly\u00a0 teach\u00a0 their\u00a0 child\u00a0 concepts\u00a0 and\u00a0 take\u00a0 their\u00a0 child\u00a0 to\u00a0 places\u00a0 and\u00a0 events\u00a0 that provide\u00a0 enrichment–are\u00a0 positively\u00a0 related\u00a0 to\u00a0 vocabulary\u00a0 (Bradley & Corwyn, 2005; Bradley,Corwyn, Burchinal, McAdoo, & Garcia Coll, 2001;).
\nResearch\u00a0 also\u00a0 indicates\u00a0 that\u00a0 engagement\u00a0 in\u00a0 productive\u00a0 activities\u00a0 is\u00a0 related\u00a0 to\u00a0 attention focusing\u00a0 and\u00a0 memory,\u00a0 both\u00a0 of\u00a0 which\u00a0 are\u00a0 elements\u00a0 of\u00a0 executive\u00a0 functioning\u00a0 (NICHD ECCRN, 2005). Swerling\u00a0 (2005)\u00a0 opines\u00a0 that\u00a0 reading\u00a0 of\u00a0 text-such\u00a0 as\u00a0 books, magazines\u00a0 and newspapers,\u00a0 plays\u00a0 a\u00a0 key\u00a0 role\u00a0 in\u00a0 developments\u00a0 of\u00a0 reading\u00a0 fluency\u00a0 (speed\u00a0 and\u00a0 ease\u00a0 of reading),\u00a0 vocabulary,\u00a0 background\u00a0 and\u00a0 even\u00a0 spelling.
\nMemory\u00a0 is\u00a0 the\u00a0 means\u00a0 by\u00a0 which\u00a0 we\u00a0 retain\u00a0 and\u00a0 draw\u00a0 on\u00a0 our \u00a0past experiences\u00a0 to use\u00a0 that information\u00a0 about\u00a0 past\u00a0 experience( Tulving 2000; and\u00a0 Craik,2000). As\u00a0 process, memory\u00a0 refers\u00a0 to\u00a0 the\u00a0 dynamic\u00a0 mechanisms\u00a0 associated\u00a0 with\u00a0 storing,\u00a0 retaining,\u00a0 and retrieving\u00a0 information\u00a0 about\u00a0 past\u00a0 experience (Hernandez Blase, 2003). Specifically,\u00a0 cognitive psychologist\u00a0 have\u00a0 identified\u00a0 three\u00a0 common\u00a0 operations\u00a0 of\u00a0 memory:\u00a0 encoding,\u00a0 storage,\u00a0 and retrieval(Baddeley,2000).
\nAccording\u00a0 to Lockhart,(2000)\u00a0 that\u00a0 in\u00a0 recall,\u00a0 you\u00a0 produce\u00a0 a\u00a0 fact,\u00a0 a\u00a0 word,\u00a0 or\u00a0 other item\u00a0 from\u00a0 memory. Fill-\u00a0 in\u00a0 -the-\u00a0 blank\u00a0 tests\u00a0 require\u00a0 that\u00a0 you\u00a0 recall\u00a0 items\u00a0 from\u00a0 memory. in\u00a0 recognition. RELATED\u00a0 STUDIES Foreign\u00a0 Studies According\u00a0 to\u00a0 Ehri and Rosenthal (2011),\u00a0\u00a0an\u00a0 experiment\u00a0 with\u00a0 different\u00a0 assignments was\u00a0 conducted\u00a0 to\u00a0\u00a0 examine\u00a0 the\u00a0 effectiveness\u00a0 of\u00a0 a\u00a0 technique\u00a0 to\u00a0 acquire\u00a0 unfamiliar\u00a0 English vocabulary\u00a0 words\u00a0 during\u00a0 text\u00a0 reading.
\nLower\u00a0 socio-economic\u00a0 status,\u00a0 language \u00a0minority fifth\u00a0 graders\u00a0 (M = 10\u00a0 years,\u00a0 7\u00a0 months\u00a0 n = 62)\u00a0 silently\u00a0 read\u00a0 eight\u00a0 passages\u00a0 each\u00a0 focused on\u00a0 an\u00a0 uncommon\u00a0 multi-syllabic\u00a0 word\u00a0 that\u00a0 was\u00a0 underlined,\u00a0 embedded\u00a0 in\u00a0 a\u00a0 meaningful context,\u00a0 defined,\u00a0 depicted,\u00a0 and\u00a0 repeated\u00a0 three\u00a0 times. Students\u00a0 were\u00a0 grouped\u00a0 by\u00a0 word reading\u00a0 ability,\u00a0 matched\u00a0 into\u00a0 pairs,\u00a0 and\u00a0 randomly\u00a0 assigned\u00a0 to\u00a0 one\u00a0 of\u00a0 two\u00a0 conditions. In the\u00a0 strategy\u00a0 condition,\u00a0 students\u00a0 orally\u00a0 pronounced\u00a0 the\u00a0 underlined\u00a0 words\u00a0 during\u00a0 silent reading.
\nIn\u00a0 the\u00a0 control\u00a0 condition,\u00a0 students\u00a0 penciled\u00a0 a\u00a0 check\u00a0 if\u00a0 they\u00a0 had\u00a0 seen\u00a0 the underlined\u00a0 words\u00a0 before\u00a0 but\u00a0 did\u00a0 not\u00a0 say\u00a0 the\u00a0 words\u00a0 aloud. Results\u00a0 of\u00a0 ANNOVAs\u00a0 showed that\u00a0 the\u00a0 oral\u00a0 strategy\u00a0 enhanced\u00a0 vocabulary\u00a0 learning\u00a0 (ps ; . 01),\u00a0 with\u00a0 poorer\u00a0 readers showing\u00a0 bigger\u00a0 effect\u00a0 sizes\u00a0 than\u00a0 better\u00a0 readers\u00a0 in\u00a0 remembering\u00a0 pronunciation-meaning associations\u00a0 and\u00a0 spellings\u00a0 of\u00a0 the\u00a0 words. In\u00a0 a\u00a0 second\u00a0 experiment,\u00a0 32\u00a0 fifth\u00a0 graders\u00a0 from the\u00a0 same\u00a0 school\u00a0 described\u00a0 the\u00a0 strategies\u00a0 they\u00a0 use\u00a0 when\u00a0 encountering\u00a0 uncommon\u00a0 words\u00a0 in context.
\nBetter\u00a0 readers\u00a0 reported\u00a0 more\u00a0 word-level\u00a0 strategies\u00a0 whereas\u00a0 poorer\u00a0 readers reported \u00a0more\u00a0 text-based\u00a0 strategies. Our\u00a0 explanation\u00a0 is\u00a0 that\u00a0 application\u00a0 of\u00a0 the\u00a0 word-level strategy\u00a0 of\u00a0 decoding\u00a0 new\u00a0 words\u00a0 aloud\u00a0 strengthened\u00a0 connections\u00a0 between\u00a0 spellings, pronunciations,\u00a0 and\u00a0 meanings\u00a0 in\u00a0 memory\u00a0 compared\u00a0 to\u00a0 silent\u00a0 reading\u00a0 of\u00a0 new\u00a0 words, particularly\u00a0 among\u00a0 poor\u00a0 readers\u00a0 who\u00a0 were\u00a0 less\u00a0 skilled\u00a0 and\u00a0 less\u00a0 likely\u00a0 to\u00a0 use\u00a0 this\u00a0 strategy unless \u00a0\u00a0instructed\u00a0 to\u00a0 do\u00a0 so.
\nAccording\u00a0 to\u00a0 Derakhshan and Shahrzad (2011),\u00a0 a\u00a0 solid\u00a0 body\u00a0 of\u00a0 research\u00a0 findings substantiates\u00a0 that\u00a0 most\u00a0 vocabulary,\u00a0 in\u00a0 first,\u00a0 second\u00a0 or\u00a0 foreign\u00a0 language,\u00a0 is\u00a0 learned incidentally\u00a0 which\u00a0 is\u00a0 defined\u00a0 as\u00a0 learning\u00a0 vocabulary\u00a0 as\u00a0 a\u00a0 by-product\u00a0 of\u00a0 any\u00a0 activity\u00a0 not precisely\u00a0 geared\u00a0 to\u00a0 vocabulary\u00a0 learning.
\nTherefore,\u00a0 the\u00a0 present \u00a0study\u00a0 mainly\u00a0 focused\u00a0 on the\u00a0 effect\u00a0 of\u00a0 teaching\u00a0 and\u00a0 intervention\u00a0 in\u00a0 deriving \u00a0word\u00a0 meaning\u00a0 on\u00a0 incidental\u00a0 vocabulary learning\u00a0 in\u00a0 EFL\u00a0 context;\u00a0 secondly,\u00a0 it\u00a0 aimed\u00a0 to\u00a0 find\u00a0 out\u00a0 whether\u00a0 the\u00a0 contextualized\u00a0 words that\u00a0 appear\u00a0 with\u00a0 more\u00a0 clues\u00a0 learned\u00a0 better\u00a0 and\u00a0 consequently\u00a0 kept\u00a0 longer;\u00a0 finally,\u00a0 it sought\u00a0 to\u00a0 explore\u00a0 whether\u00a0 instruction\u00a0 could\u00a0 lead\u00a0 to\u00a0 increase\u00a0 in\u00a0 incidental\u00a0 vocabulary learning\u00a0 in\u00a0 the\u00a0 text. To\u00a0\u00a0 these\u00a0 ends,\u00a0 50\u00a0 freshmen\u00a0 Iranian\u00a0 college\u00a0 students \u00a0from\u00a0 Teacher Training\u00a0 University\u00a0 of\u00a0 Azerbaijan\u00a0 participated\u00a0 in\u00a0 this\u00a0 study.
\nThese students enrolled for the reading class in\u00a0 two\u00a0 separate\u00a0 semesters. The results\u00a0 of\u00a0 the\u00a0 TOEFL\u00a0 and\u00a0 Vocabulary Level\u00a0 Test\u00a0 (VLT)\u00a0 revealed\u00a0 that\u00a0 the\u00a0 participants\u00a0 enjoyed\u00a0 approximately\u00a0 the\u00a0 same\u00a0 level\u00a0 of proficiency. There\u00a0 were\u00a0 two\u00a0 post-tests\u00a0 which\u00a0 were\u00a0 taken \u00a0at\u00a0 certain\u00a0 time\u00a0 intervals. The results\u00a0 of\u00a0 this\u00a0 study\u00a0 showed\u00a0 that\u00a0 the\u00a0 instruction\u00a0 in\u00a0 deriving\u00a0 word\u00a0 meaning\u00a0 had\u00a0 positive effect\u00a0 on\u00a0 students’\u00a0 incidental\u00a0 vocabulary\u00a0 learning. Also\u00a0 it\u00a0 was\u00a0 concluded\u00a0 that\u00a0 students should\u00a0 meet\u00a0 the\u00a0 words\u00a0 in\u00a0 contextualized\u00a0 forms\u00a0 more\u00a0 frequently\u00a0 in\u00a0 order\u00a0 to\u00a0 keep\u00a0 and retain\u00a0 them\u00a0 in\u00a0 the\u00a0 long\u00a0 run.
\nBeck,\u00a0 McKeown and Kucan, (2002), there\u00a0 is\u00a0 tremendous\u00a0 need\u00a0 for\u00a0 more vocabulary\u00a0 instruction\u00a0 at all\u00a0 grade\u00a0 levels\u00a0 by\u00a0 all\u00a0 teachers. The\u00a0 number\u00a0 of\u00a0 words\u00a0 that students\u00a0 need\u00a0 to\u00a0 learn\u00a0 is\u00a0 exceedingly\u00a0 large; on\u00a0 average\u00a0 students\u00a0 should\u00a0 add\u00a0 2,000\u00a0\u00a0 to 3,000\u00a0 new\u00a0 words\u00a0 a\u00a0 year\u00a0 to\u00a0 their\u00a0 reading\u00a0 vocabularies. Students who enter school\u00a0 with limited\u00a0 vocabulary\u00a0 knowledge. At\u00a0 first-grade, high – performing\u00a0 students,\u00a0 but\u00a0 that differential\u00a0 gets\u00a0 magnified\u00a0 each\u00a0 year, resulting\u00a0 in igh-performing\u00a0 12th\u00a0 grade \u00a0students knowing\u00a0 about\u00a0 four\u00a0 times\u00a0 as\u00a0 many\u00a0 words\u00a0 as\u00a0 the\u00a0 low-performing\u00a0 12th graders(Hart and Risley, 2001). According\u00a0 to\u00a0 Hirch(2003), word\u00a0 knowledge\u00a0 is\u00a0 crucial\u00a0 to\u00a0 reading\u00a0 comprehension and\u00a0 determines\u00a0 how\u00a0 well\u00a0 students\u00a0 will\u00a0 be\u00a0 able \u00a0to\u00a0 comprehend\u00a0 the texts\u00a0 they\u00a0 read\u00a0 in middle\u00a0\u00a0 and\u00a0 high\u00a0 school. Comprehension\u00a0\u00a0 is far more than\u00a0\u00a0 recognizing words and remembering\u00a0\u00a0 their\u00a0meanings. However,\u00a0 if\u00a0 a\u00a0 student\u2019s\u00a0 does\u00a0 not\u00a0 know\u00a0 the\u00a0 meanings\u00a0 of\u00a0 a sufficient\u00a0 proportion\u00a0 of\u00a0 the\u00a0 words\u00a0 in\u00a0 the\u00a0 text,\u00a0 comprehension\u00a0 is\u00a0 impossible.
\nVocabulary experts\u00a0 agree\u00a0 that\u00a0 adequate\u00a0 reading\u00a0 comprehension\u00a0 depends\u00a0 on\u00a0 a person\u00a0 already knowing\u00a0 between\u00a0 90\u00a0 and\u00a0 95\u00a0 percent\u00a0 of\u00a0 the\u00a0 words\u00a0\u00a0 in\u00a0 a text. Knowing at\u00a0 least\u00a0 90 percent\u00a0 of\u00a0 the\u00a0 words\u00a0 enable\u00a0 the\u00a0 reader\u00a0 to\u00a0 get\u00a0 the\u00a0 main\u00a0 idea\u00a0 from\u00a0 the\u00a0\u00a0 reading\u00a0 and guess what\u00a0 many\u00a0 of\u00a0 the\u00a0 unfamiliar\u00a0 words\u00a0 mean,\u00a0 which\u00a0 will\u00a0 help\u00a0 them\u00a0 learn\u00a0 new\u00a0 words. Readers\u00a0\u00a0 do\u00a0 not\u00a0 recognize\u00a0 at\u00a0 least\u00a0 90\u00a0 percent\u00a0\u00a0\u00a0 of\u00a0\u00a0 the\u00a0 words\u00a0 will\u00a0 not\u00a0 only\u00a0\u00a0 have difficulty\u00a0 comprehending\u00a0 the\u00a0 text,\u00a0 but\u00a0 they\u00a0 will\u00a0 miss\u00a0 out\u00a0 on\u00a0 the\u00a0 opportunity\u00a0 to\u00a0 learn\u00a0 new words.
\nPiksuki\u00a0\u00a0 and\u00a0 Chard\u00a0 (2003),\u00a0 young\u00a0 children\u00a0 naturally\u00a0 learn\u00a0 to communicate through listening\u00a0\u00a0 and\u00a0\u00a0 speaking. In order\u00a0 to\u00a0 make\u00a0 the\u00a0 transition\u00a0 to\u00a0 communicating\u00a0 through\u00a0 reading and\u00a0\u00a0 writing,\u00a0 they\u00a0 need\u00a0 a\u00a0 large\u00a0 meaning\u00a0 vocabulary\u00a0 and effective decoding\u00a0\u00a0 skills. There\u00a0 is an\u00a0\u00a0 abundance\u00a0 of\u00a0\u00a0 research\u00a0 evidence\u00a0 to\u00a0 show\u00a0 that\u00a0 an\u00a0 effective\u00a0 decoding\u00a0\u00a0 strategy\u00a0 allow student\u00a0 not\u00a0 only\u00a0 to\u00a0 identify\u00a0 printed\u00a0 words\u00a0 accurately\u00a0 but\u00a0 to\u00a0 do\u00a0 so\u00a0 rapidly\u00a0 and automatically. Juel\u00a0\u00a0 at\u00a0 al. 2003)\u00a0 showed\u00a0 that\u00a0 while\u00a0 teachers\u00a0\u00a0 in\u00a0 kindergarten spent\u00a0\u00a0 considerable time\u00a0 reading\u00a0 and\u00a0\u00a0 discussing\u00a0 books\u00a0\u00a0 to\u00a0 children\u00a0 with\u00a0 below\u00a0 average\u00a0\u00a0 vocabularies,\u00a0 these activities\u00a0 had\u00a0 minimal\u00a0 impact\u00a0 on\u00a0 the\u00a0 progress\u00a0 of\u00a0 the\u00a0 children. Only\u00a0 when\u00a0 teachers\u00a0 spent focused\u00a0 on\u00a0 time\u00a0 on\u00a0 the\u00a0 vocabulary\u00a0 did\u00a0 significant\u00a0 growth\u00a0 occur . We\u00a0 apply\u00a0 the\u00a0 term \u201cinstructional\u00a0 read\u00a0 aloud\u201d\u00a0\u00a0 to\u00a0 read\u00a0 aloud\u00a0 events\u00a0 where, \u00a0to\u00a0 stimulate\u00a0 an\u00a0 interest\u00a0 in\u00a0 books in\u00a0 reading,\u00a0 there\u00a0 also\u00a0 a\u00a0 deliberate\u00a0 teaching\u00a0 of\u00a0 skills\u00a0 that will\u00a0 promote\u00a0 independence\u00a0 in reading,\u00a0 such\u00a0 as\u00a0 an\u00a0 increased\u00a0 vocabulary.
\nLocal\u00a0 studies According\u00a0 to\u00a0Garcia (2006)\u00a0\u00a0if\u00a0 children\u00a0 will not\u00a0 read,\u00a0 they\u00a0 are\u00a0 less\u00a0 likely\u00a0 to\u00a0 develop automatically,\u00a0 vocabulary\u00a0 and\u00a0 concepts\u00a0 about\u00a0 the\u00a0 world\u00a0 as\u00a0 well\u00a0 as\u00a0 intrinsic\u00a0 motivation\u00a0 to read. In\u00a0 a\u00a0 book\u00a0 by\u00a0 Villamin\u00a0 et\u00a0 al,\u00a0 (2001)\u00a0 different\u00a0 levels\u00a0 of\u00a0 thinking\u00a0 was\u00a0 classified with\u00a0 interaction\u00a0 between\u00a0 the\u00a0 reader\u00a0 and\u00a0 the\u00a0 text\u00a0 may\u00a0 occur,\u00a0 which\u00a0 are\u00a0 literal,\u00a0 inferential, critical,\u00a0 and\u00a0 creative. However,\u00a0 it\u00a0 is\u00a0 in\u00a0 the\u00a0 creative\u00a0 level\u00a0 of\u00a0 comprehension\u00a0 that\u00a0 the reading,\u00a0 in\u00a0 its\u00a0 fullest\u00a0 sense,\u00a0 is\u00a0 said\u00a0 to\u00a0 truly\u00a0 occur.
\nDr. Thomas\u00a0 C. Barrett\u00a0 developed\u00a0 a\u00a0 taxonomy\u00a0 now\u00a0 popular\u00a0 known as\u00a0 \u201cThe\u00a0 Barrett\u00a0 Taxonomy\u00a0 of\u00a0 Reading\u00a0 Comprehension\u201d\u00a0 to\u00a0 meet\u00a0 the\u00a0 needs\u00a0 of\u00a0 teachers and\u00a0 instructional\u00a0 materials\u00a0 developers\u00a0\u00a0\u00a0 who\u00a0 wanted\u00a0 a\u00a0 systematic,\u00a0 structural\u00a0 approach\u00a0 to teaching\u00a0 reading\u00a0 skills. (Alcantara\u00a0 et\u00a0 al, 2003) Literal\u00a0 comprehension\u00a0 is\u00a0 the\u00a0 understanding\u00a0 of\u00a0 surface\u00a0 meanings\u00a0 or\u00a0 idea\u00a0 that are\u00a0 explicitly\u00a0 printed\u00a0 in \u00a0reading\u00a0 materials. It\u00a0 is\u00a0 merely\u00a0 determining\u00a0 what\u00a0 the\u00a0 writer\u00a0 or idea\u00a0 that\u00a0 are\u00a0 explicitly\u00a0 printed\u00a0 in\u00a0 reading\u00a0 material.
\nIt\u00a0 is\u00a0 merely\u00a0 determining\u00a0 what\u00a0 the is\u00a0 conveying. Comprehending\u00a0 at\u00a0 the\u00a0 inferential\u00a0 level\u00a0 involves\u00a0 determining\u00a0 relationships and\u00a0 drawing\u00a0 from\u00a0 these\u00a0 the\u00a0 writer\u2019s\u00a0 intended\u00a0 meanings\u00a0 which\u00a0 are\u00a0 implied\u00a0 in\u00a0 the\u00a0 reading material. Reading\u00a0 at\u00a0 the\u00a0 critical\u00a0 level\u00a0 requires\u00a0 the\u00a0 reader\u00a0 to\u00a0 judge\u00a0 the\u00a0 worth\u00a0 of\u00a0 ideas presented\u00a0 and\u00a0 the\u00a0 effectiveness of\u00a0 presentation. Reading\u00a0 at\u00a0 the\u00a0 creative\u00a0 level\u00a0 involves\u00a0 the integration\u00a0 of\u00a0\u00a0 bright\u00a0 ideas\u00a0 read\u00a0 with\u00a0 prior\u00a0 knowledge\u00a0 and\u00a0 experience\u00a0 so\u00a0 that\u00a0 the\u00a0 new ideas\u00a0 and\u00a0 deeper\u00a0 insights\u00a0 are\u00a0 formed.
\nThis\u00a0 levels\u00a0 of\u00a0 comprehension\u00a0 follow\u00a0 an\u00a0 ascending sequence\u00a0 of\u00a0 difficulty\u00a0\u00a0 and\u00a0 complexity\u00a0 of\u00a0 thinking – with\u00a0 literal\u00a0 comprehension\u00a0 as\u00a0 the lowest\u00a0 level\u00a0 while\u00a0 creative\u00a0 comprehension\u00a0 at\u00a0 the\u00a0 highest. Thus,\u00a0 comprehension\u00a0 is\u00a0 not\u00a0 just \u201cunderstanding,\u201d\u00a0\u00a0 but\u00a0 feeling\u00a0 the\u00a0 emotional\u00a0 experience\u00a0 embedded,\u00a0 reasoning,\u00a0 judging,\u00a0 and creating. This\u00a0 thinking\u00a0 processes\u00a0 may\u00a0 not\u00a0 necessarily follow\u00a0 a\u00a0 hierarchal\u00a0 sequence\u00a0 for\u00a0 the reason\u00a0 that\u00a0 comprehension\u00a0 may\u00a0 occur\u00a0 any\u00a0 level\u00a0 of\u00a0 thinking. All\u00a0 reading\u00a0 require\u00a0 a considerable\u00a0 amount\u00a0 of\u00a0 understanding\u00a0 the\u00a0 literal\u00a0 sense \u201cof\u00a0 what\u00a0 is\u00a0 read. \u00a0 And\u00a0 fully\u00a0 gain\u00a0 from\u00a0 the\u00a0 reading\u00a0 experience\u00a0 and enjoy\u00a0 it\u00a0 as\u00a0 well,\u00a0 the reader\u00a0 must\u00a0 go\u00a0 beyond\u00a0 the\u00a0 literal\u00a0 level\u00a0 of\u00a0 comprehension\u00a0 and\u00a0 reach\u00a0 the\u00a0 heights\u00a0 of\u00a0 the creative\u00a0 level. In\u00a0 some\u00a0 classroom,\u00a0\u00a0teachers\u00a0 are\u00a0 trying\u00a0 out\u00a0 several\u00a0 techniques\u00a0 to\u00a0 see\u00a0 which would\u00a0 facilitate\u00a0 comprehension\u00a0 –\u00a0 language\u00a0 experience,\u00a0 dimensional\u00a0 approach,\u00a0 program instruction,\u00a0 diagnostic\u00a0 – prescriptive\u00a0 method,\u00a0 semantic\u00a0 webbing\/mapping,\u00a0 story\u00a0 grammar etc. The\u00a0 last\u00a0 approach\u00a0 seems\u00a0 to\u00a0 offer\u00a0 possibilities\u00a0 of\u00a0 integrating\u00a0 some\u00a0 basic communication\u00a0 skills\u00a0 that\u00a0 enhance\u00a0 comprehension.
\nA\u00a0 careful\u00a0 scrutiny\u00a0 however,\u00a0 reveals that\u00a0 the\u00a0 grammar\u00a0 is\u00a0 not\u00a0 an\u00a0 entirely\u00a0 new\u00a0 technique. (Alcantara et al, 2003) Assessment\u00a0 of\u00a0 Related\u00a0 Literature\u00a0 and\u00a0 Studies The\u00a0 related\u00a0 literature\u00a0 summed –\u00a0 up\u00a0 has\u00a0 significant\u00a0 relationship\u00a0 with\u00a0 the\u00a0 present\u00a0study\u00a0 for\u00a0 the\u00a0 reason\u00a0 of\u00a0 presenting\u00a0 the\u00a0 definition\u00a0 of\u00a0 the\u00a0 word \u00a0reading\u00a0 and\u00a0 its\u00a0 significance\u00a0in\u00a0 vocabulary\u00a0 development,\u00a0 the\u00a0 importance\u00a0 of\u00a0 interests\u00a0 in\u00a0 reading\u00a0 and\u00a0 it\u00a0 also\u00a0 enumerated\u00a0different\u00a0 reading\u00a0 materials\u00a0 which\u00a0 is\u00a0 subject\u00a0 of\u00a0 this\u00a0 present\u00a0 day.
\nThe\u00a0 study\u00a0 conducted\u00a0 by\u00a0foreign\u00a0 and\u00a0 local\u00a0 researchers\u00a0 has\u00a0 bearing\u00a0 because\u00a0 of the\u00a0 other\u00a0 similarities\u00a0 of\u00a0 other\u00a0variables\u00a0 with\u00a0 the\u00a0 present\u00a0 study. The\u00a0 \u00a0researchers\u00a0 of\u00a0 the \u00a0present\u00a0 study\u00a0 cleared\u00a0 that\u00a0 there\u00a0is\u00a0 no\u00a0 duplication,\u00a0 the\u00a0 similarities\u00a0 are\u00a0 necessary\u00a0 to \u00a0find\u00a0 out\u00a0 if\u00a0 the\u00a0 findings\u00a0 are\u00a0 true\u00a0 and\u00a0valid\u00a0 in\u00a0 other\u00a0 places. Synthesis In reading, one must\u00a0possess\u00a0a\u00a0wide\u00a0range\u00a0of\u00a0vocabulary. A reader\u2019s vocabulary is valuable in reading comprehension. A\u00a0 reader\u00a0 with\u00a0 a\u00a0 good\u00a0 amount\u00a0 of\u00a0 words\u00a0 in\u00a0 his vocabulary\u00a0 is\u00a0 able\u00a0 to\u00a0 grasp\u00a0 the\u00a0 meaning\u00a0 of\u00a0 the\u00a0 words.
\nOne\u00a0 disadvantage\u00a0 of\u00a0 a\u00a0 poor vocabulary\u00a0 is\u00a0 the\u00a0 reader\u00a0 will\u00a0 consume\u00a0 more\u00a0 time\u00a0 in\u00a0 searching\u00a0 for\u00a0 the\u00a0 meaning\u00a0 of\u00a0 a certain\u00a0 word. Chapter 3 RESEARCH\u00a0 METHODOLOGY The\u00a0 objective\u00a0 of\u00a0 the\u00a0 research\u00a0 would\u00a0 not\u00a0 be\u00a0 realized\u00a0 without\u00a0 a\u00a0 plan\u00a0 or\u00a0 strategy. This\u00a0 chapter\u00a0 presents\u00a0 the\u00a0 method,\u00a0 instrument\u00a0 use,\u00a0 source\u00a0 of\u00a0 data,\u00a0 validation, administration,\u00a0 and\u00a0 collection\u00a0 of questionnaires,\u00a0 presentations\u00a0 of\u00a0 the\u00a0 respondents\u00a0 of\u00a0 the study,\u00a0 and\u00a0 the\u00a0 statistical\u00a0 treatment\u00a0 of\u00a0 the\u00a0 data. Research\u00a0 Design
\nThe\u00a0 researchers\u00a0 used\u00a0 the\u00a0 descriptive\u00a0 method\u00a0 of\u00a0 research\u00a0 to\u00a0 elicit\u00a0 answer\u00a0 to\u00a0 the statement\u00a0 of\u00a0 the\u00a0 problem\u00a0 in\u00a0 the\u00a0 study. Descriptive\u00a0 research\u00a0 is\u00a0 defined\u00a0 by\u00a0 Arevalo (2005),\u00a0 as\u00a0 a\u00a0 fact\u00a0 finding\u00a0 research with\u00a0 sufficient\u00a0 interpretation. The\u00a0 researchers\u00a0 used\u00a0 this\u00a0 research\u00a0 design\u00a0 because\u00a0 the\u00a0 main purpose\u00a0 of\u00a0 descriptive\u00a0\u00a0 method\u00a0 is\u00a0 to\u00a0 measure\u00a0 the\u00a0 variable\u00a0 or\u00a0 factors\u00a0 in\u00a0 a\u00a0 certain\u00a0 study. Thus,\u00a0 this\u00a0 survey\u00a0 can\u00a0 measure\u00a0 the\u00a0\u00a0 vocabulary\u00a0 skills\u00a0 of\u00a0 Education\u00a0 students\u00a0 at Pamantasan\u00a0 ng\u00a0 Cabuyao. Respondents\u00a0\u00a0 of\u00a0the\u00a0Study
\nThe\u00a0\u00a0 subject\u00a0of\u00a0\u00a0 this\u00a0study\u00a0 consisted\u00a0 of selected First\u00a0 Year\u00a0 Education\u00a0 students\u00a0 at Pamantasan\u00a0\u00a0 ng\u00a0 Cabuyao. Their\u00a0 total \u00a0\u00a0population\u00a0\u00a0 is\u00a0 equal\u00a0 to\u00a0 130. The\u00a0 proponents\u00a0 is\u00a0 able to\u00a0 select\u00a0 98\u00a0 of\u00a0 its\u00a0 members 75%\u00a0\u00a0of\u00a0 their\u00a0 total\u00a0 number. In\u00a0 simple\u00a0 random\u00a0 sampling\u00a0 technique\u00a0 was\u00a0 utilized\u00a0 in\u00a0 choosing\u00a0 the\u00a0 sample members. In\u00a0 determining\u00a0 sample\u00a0 size,\u00a0 the\u00a0 Slovin\u2019s\u00a0 formula\u00a0 was\u00a0 used. The\u00a0 computation\u00a0 of the\u00a0 sample\u00a0 size\u00a0 was\u00a0 given\u00a0 below. N=\u00a0\u00a0\u00a0 =\u00a0=\u00a0= 98 Where\u00a0 n =\u00a0 sample\u00a0 size;\u00a0 N = population\u00a0 size;\u00a0 and\u00a0 e = margin\u00a0 of\u00a0 error\u00a0 (either\u00a0 0. 01\u00a0 or\u00a0 0. 05) Development\u00a0\u00a0 of\u00a0 Research\u00a0 Instruments
\nIn\u00a0\u00a0\u00a0 preparation\u00a0\u00a0 of\u00a0\u00a0 the\u00a0\u00a0 questionnaire\u00a0 the\u00a0 major\u00a0 research\u00a0\u00a0 instrument\u00a0\u00a0 used\u00a0\u00a0\u00a0 by\u00a0 the researchers\u00a0 is\u00a0 the\u00a0 consultation\u00a0 of\u00a0 several\u00a0 knowledgeable\u00a0 persons and\u00a0 gathering\u00a0 of information\u00a0 through\u00a0 educational\u00a0 books. The\u00a0 researchers\u00a0 also\u00a0 make\u00a0 it\u00a0 a\u00a0 point\u00a0 that\u00a0 the items\u00a0 are\u00a0 sufficient\u00a0 enough\u00a0\u00a0 to\u00a0 answer\u00a0 all the\u00a0 specific\u00a0 questions\u00a0 under\u00a0 the statement\u00a0 of \u00a0the problem. After\u00a0 the\u00a0 final\u00a0 draft\u00a0 of\u00a0 the\u00a0 questionnaire,\u00a0 the\u00a0 researchers\u00a0 submitted\u00a0 it\u00a0 to\u00a0 the thesis\u00a0 adviser\u00a0 for\u00a0 necessary\u00a0 corrections,\u00a0 after\u00a0 which\u00a0 it\u00a0 was\u00a0 finalized. Data\u00a0 Gathering\u00a0 Procedure
\nThe\u00a0 researchers\u00a0 conducted\u00a0 this\u00a0 study\u00a0 and\u00a0 gathered\u00a0 data\u00a0 by\u00a0 distributing questionnaires\u00a0 to\u00a0 be\u00a0 answered\u00a0 by\u00a0 selected\u00a0 respondents. Before\u00a0 working\u00a0 on\u00a0 this\u00a0 research, the\u00a0 researchers\u00a0 asked\u00a0 the\u00a0 permission\u00a0 of\u00a0 the\u00a0 Dean\u00a0 of\u00a0 College\u00a0 of\u00a0 Education\u00a0 at\u00a0 Pamantasan ng\u00a0 Cabuyao\u00a0 to\u00a0 conduct\u00a0 the\u00a0 study\u00a0 through\u00a0 the\u00a0 distribution\u00a0 of\u00a0 questionnaire\u00a0 to\u00a0 the respondents. After\u00a0 the\u00a0 researchers\u00a0 has\u00a0 secured\u00a0 the\u00a0 letter\u00a0 of\u00a0 permission\u00a0 from\u00a0 the\u00a0 Dean,\u00a0 the researchers\u00a0 personally\u00a0 administered\u00a0 the\u00a0 distribution\u00a0 of\u00a0 questionnaire\u00a0 to\u00a0 the\u00a0 respondents\u00a0 in their\u00a0 respective\u00a0 classroom.
\nAfter\u00a0 the\u00a0 respondents \u00a0had\u00a0 answered\u00a0 the\u00a0 questionnaire,\u00a0 the\u00a0 researchers\u00a0 checked\u00a0 the answer\u00a0 sheets. The raw scores were collected and tallied in tables. The results were analyzed and interpreted in the light of the goals of the\u00a0 study. Validation\u00a0 of\u00a0 Research\u00a0 Instrument For\u00a0 validation\u00a0 purposes,\u00a0 the\u00a0 researchers\u00a0 read\u00a0 several\u00a0 theses\u00a0 and\u00a0 consulted\u00a0 English teachers\u00a0 for\u00a0 the\u00a0 questionnaire. It\u00a0 was\u00a0 validated\u00a0 through\u00a0 the\u00a0 students\u00a0 of\u00a0 the\u00a0 same\u00a0 level from\u00a0 other\u00a0 school\u00a0 before\u00a0 it\u00a0 was\u00a0 administered\u00a0 to\u00a0 the \u00a0respondents. Statistical Treatment of Data
\nAfter\u00a0\u00a0 the\u00a0 data\u00a0 gathering,\u00a0 the\u00a0 data\u00a0 were\u00a0 tallied,\u00a0 analyzed,\u00a0 and\u00a0 interpreted\u00a0 using statistical\u00a0 tools. To\u00a0 determine\u00a0 if\u00a0\u00a0 there\u00a0 is\u00a0 a\u00a0 relationship\u00a0 between\u00a0\u00a0 exposure\u00a0\u00a0 to\u00a0\u00a0 reading\u00a0\u00a0 materials\u00a0and\u00a0\u00a0 vocabulary\u00a0\u00a0 skills\u00a0 of\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Selected\u00a0 First Year\u00a0 Education\u00a0 students\u00a0 at\u00a0 Pamantasan\u00a0 ng\u00a0 Cabuyao ,the correlation\u00a0\u00a0 was\u00a0\u00a0 established\u00a0\u00a0 using\u00a0\u00a0 Pearson\u00a0\u00a0 Coefficient\u00a0\u00a0 of Correlation. (http:\/\/davidmlane. com\/hyperstat\/A51911. html) The formula is Where: N \u2013\u00a0number of respondents X \u2013\u00a0first variable Y\u00a0\u2013\u00a0second variable r\u00a0 -relationship The\u00a0 following\u00a0 are\u00a0 the\u00a0 statistical\u00a0 treatment\u00a0 applied\u00a0 in\u00a0 the study.
\nThe\u00a0 frequency\u00a0 and percent\u00a0 distributions\u00a0 were\u00a0 used\u00a0 in\u00a0 presenting\u00a0 the\u00a0 reading\u00a0 materials\u00a0 in\u00a0 developing\u00a0 the vocabulary\u00a0 skills\u00a0 of\u00a0 first\u00a0 year\u00a0 education\u00a0 students\u00a0 of\u00a0 Pamantasan\u00a0 ng\u00a0 Cabuyao. The percentage\u00a0 formula\u00a0 is: %=\u00a0\u00a0 x 100% Total\u00a0 frequency 1. Percentage 2. Weighted\u00a0 mean 3. Pearson\u00a0 Value Interpretation\u00a0 for\u00a0 Computed\u00a0 Mean |Weighted\u00a0 Mean |Interpretation |Symbol | |0. 505-1. 500 |Never |N | |1. 505-2. 00 |Seldom |Se | |2. 505-3. 500 |Sometimes |So | |3. 505-4. 500 |Often |O | |4. 505-5. 500 |Always |A | 4. Test\u00a0 of\u00a0 Hypothesis Tc\u00a0 l = r Decision\u00a0 rule: At\u00a0 5%\u00a0 level\u00a0 of\u00a0 significance, If\u00a0 tc<\/p>\n","protected":false},"excerpt":{"rendered":"
READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST YEAR EDUCATION STUDENTS AT PAMANTASAN NG CABUAYO CABUYAO, LAGUNA: AN ASSESSMENT S. Y. 2011-2012 A Thesis Presented\u2026<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2480,2481],"tags":[2368,2477,2476,1481,2475,2478],"class_list":["post-6564","post","type-post","status-publish","format-standard","hentry","category-psy-papers","category-psychology-essay-writing-service","tag-masters-essays","tag-psychology-assignment","tag-psychology-dissertations","tag-psychology-essays","tag-psychology-research-papers","tag-sociology-essays"],"_links":{"self":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts\/6564","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/comments?post=6564"}],"version-history":[{"count":0,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts\/6564\/revisions"}],"wp:attachment":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/media?parent=6564"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/categories?post=6564"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/tags?post=6564"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}