GRADE 6 LEARNERS’ PERCEPTION ON READING TECHNIQUES TOWARDS

THEIR READING PERFORMANCE

A Research Paper

Researchers

ASLIA D. CADAL
CHRISTIAN MARK N. BALO
MARJORIE M. PANUNCILLO
CHYNNA G. CAMOMOT
ARABELA GRACE M. BASERA

REPUBLIC OF THE PHILIPPINES

LANAO SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
MARANDING LALA, LANAO DEL NORTE

2025
GRADE 6 LEARNERS’ PERCEPTION ON READING TECHNIQUES TOWARDS
THEIR READING PERFORMANCE

Researchers

ASLIA D. CADAL
CHRISTIAN MARK N. BALO
MARJORIE M. PANUNCILLO
CHYNNA G. CAMOMOT
ARABELA GRACE M. BASERA

A Thesis Proposal
Submitted in Partial Fulfillment
for the Requirements in RES: Research in Education
Lanao School of Science and Technology Incorporated
Maranding, Lala Lanao Del Norte

MAY 2025
 APPROVAL SHEET
This study titled, GRADE 6 LEARNER'S PERCEPTION ON READING TECHNIQUES
TOWARDS THEIR READING PERFORMANCE prepared and submitted by ASLIA D.
CADAL, CHRISTIAN MARK N. BALO , MARJORIE M. PANUNCILLO, CHYNNA G.
CAMOMOT, and ARABELA GRACE M. BASERA in partial fulfillment of the
requirements for the subject RES: RESEARCH IN EDUCATION, is hereby
recommended for final-oral defense.
ADVISORY COMMITTEE

RODELYN E. RUEDAS, PhD JERSIL C. SANDOT, LPT

Statistician Adviser
Date: __________ Date: __________
Recommended for acceptance and approval:

PANEL OF EXAMINERS

LYDIA D. LINGGOLINGGO, EdD

Chairperson
Date: __________

RODELYN E. RUEDAS, PhD DR. AL HARVEY N. GALORIO, MD, MPH

Member Member
Date: __________ Date: __________

DIOSDADO A. RAMIL, LPT, CAR

Member

Date: __________

REMARKS: APPROVED
DATE: MAY 6, 2025
Accepted and approved for fulfillment of the requirements in RES: RESEARCH IN
EDUCATION.
 LYDIA D. LINGGOLINGGO, EdD
Dean
Date: __________

CURRICULUM VITAE

Aslia Diambrang Cadal

Purok 2, Maranding Lala, Lanao del Norte

Cellphone Number: 09508550752

Email Address: asliacadal20@[Link]

PERSONAL INFORMATION:

NICKNAME: Tadu

BIRTHDAY: March 14, 2002

BIRTHPLACE: Karcum Nunungan, Lanao del Norte

AGE: 22

NATIONALITY: Filipino

RELIGION: ISLAM

CIVIL STATUS: Married

FATHER'S NAME: Cadal G. Cawi

MOTHER'S NAME: Aisah D. Cawi

EDUCATIONAL BACKGROUND:

ELEMENTARY SCHOOL: Sapad Elementary School

JUNIOR HIGH SCHOOL: Kapatagan National High School

SENIOR HIGH SCHOOL: Lanao School of Science and Technology

TERTIARY : Lanao School of Science and Technology Inc.

 CURRICULUM VITAE

Christian Nisnisan Balo

Purok 4, Bacolod, Lanao del Norte

Cellphone Number: 09059269220

Email Address: chrisianbalo20024@[Link]

PERSONAL INFORMATION:

NICKNAME: Chris

BIRTHDAY: March 7, 2004

BIRTHPLACE: Tagoloan Iligan City

AGE: 27

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER'S NAME: N\A

MOTHER'S NAME: Floresa N. Balo

EDUCATIONAL BACKGROUND:

ELEMENTARY SCHOOL: Minaulon Elementary School

JUNIOR HIGH SCHOOL: Binuni Demologan National High School

SENIOR HIGH SCHOOL: Binuni Demologan National High School

TERTIARY : Lanao School of Science and Technology Inc.

 CURRICULUM VITAE

Chynna Gulfo Camomot

Dableston, SND, Lanao, del Norte

Cellphone Number: 09944409713

Email Address: chynnacamomot@[Link]

PERSONAL INFORMATION:

NICKNAME: Chay

BIRTHDAY: April 28, 2004

BIRTHPLACE: Dableston, SND, Lanao Del Norte

AGE: 21

NATIONALITY: Filipino

RELIGION: UCCP

CIVIL STATUS: Single

FATHER'S NAME: Arnel C. Camomot

MOTHER'S NAME: Marivic G. Camomot

EDUCATIONAL BACKGROUND:

ELEMENTARY SCHOOL: Dableston Elementary School

JUNIOR HIGH SCHOOL: Bansarvil National High School

SENIOR HIGH SCHOOL: Bansarvil National High School

TERTIARY : Lanao School of Science and Technology Inc.

 CURRICULUM VITAE

Arabela Grace Malabanan Basera

Purok 2, Abaga, Lala, Lanao Del Norte

Cellphone Number: 09161955961

Email Address: graceara198@[Link]

PERSONAL INFORMATION:

NICKNAME: Ara

BIRTHDAY: October 31, 2003

BIRTHPLACE: Abaga ,Lala,Lanao del Norte

AGE: 21

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER'S NAME: Rodrigo P. Basera

MOTHER'S NAME: Cherryll Jay S. Malabanan

EDUCATIONAL BACKGROUND:

ELEMENTARY SCHOOL: Abaga Central Elementary School

JUNIOR HIGH SCHOOL: Lanao School of Science and Technology Inc.

SENIOR HIGH SCHOOL: Lanao School of Science and Technology Inc.

TERTIARY: Lanao School of Science and Technology Inc.

 CURRICULUM VITAE

Marjorie Macalong Panuncillo

Purok3, Bosque Linamon Lanao del Norte

Cellphone Number: 09850960534

Email Address: macsmarj74@[Link]

PERSONAL INFORMATION:

NICKNAME: Marj

BIRTHDAY: May 21, 2001

BIRTHPLACE: Bosque Linamon Lanao del Norte

AGE: 23

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER'S NAME: Emeliano Obial Panuncillo

MOTHER'S NAME: Arlene Macalong Panuncillo

EDUCATIONAL BACKGROUND:

ELEMENTARY SCHOOL: Bosque Elementary School

JUNIOR HIGH SCHOOL: Linamon National High School

SENIOR HIGH SCHOOL: Linamon National High School

TERTIARY : Lanao School of Science and Technology Inc.

 ACKNOWLEDGMENTS

The researchers would like to express their gratitude and appreciation to the
following persons who helped much to the success of this study:
To their adviser, Jersil C. Sandot, LPT, for the suggestions, support, and
supervision to make this study successful;
To the Panel of Experts, Rodelyn E. Ruedas, PhD, Dr. Al Harvey N. Galorio,
MD, MPH, Lydia D. Linggolinggo, EdD and, Sr. Diosdado A. Ramil, LPT, CAR
for their developmental suggestions and inputs for the development of this
research;
To all their teachers at St. Tomas Elementary School the kapatagan. for their
very warm welcome during the conduct of the study;
To their loved ones, for being always there to serve and understand the
educational and financial needs;
To all those in one-way or the other extended their wholehearted support and
encouragement for the completion of this study; and finally,
To ALMIGHTY GOD, for the peace, joy, and glory showered upon them!
To all of you, thank you so much!
 DEDICATION

This thesis is dedicated to all those who support, encouragement, and contributions
have played a vital role in bringing this work to completion.

To our families and friends, thank you for your constant belief in us, for your patience
during times of difficulty and for your words of encouragement when we needed them
the most. Your love, understanding, and unwavering support have been our foundation
throughout this academic journey, and we are sincerely grateful for your presence in our
lives.

To the participants of this study, we extend our heartfelt gratitude for your time,
cooperation, and willingness to share your experiences. Your valuable input has been
essential in shaping the findings and conclusions of this research.

To our mentors, instructors, your guidance, constructive feedback, and

encouragement have greatly enriched our work. Your dedication to your profession and
your students has inspired us to persevere and aim for excellence.

Lastly, to those whose names may not be mentioned here but whose kindness,
advice, and support have left a lasting impression on this work, we offer our deepest
appreciation. This thesis is not merely the result of individual effort but a reflection of the
collective support and goodwill of many.

To all of you, we dedicate this work with gratitude and respect. Thank you for being
an important part of this journey.
 TABLE OF CONTENTS

TITLE PAGE

COVER PAGE i

TITLE PAGE ii

APPROVAL SHEET iii

GRADING SHEET iv

ACKNOWLEDGMENT v

TABLE OF CONTENTS vi

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF APPENDICES ix

ABSTRACT x

CHAPTER 1 INTRODUCTION

Background of the Study 1

Objectives of the Study 3

Statement of the Problem 4

Null Hypotheses 5

Theoretical Framework 5

Conceptual Framework 7

Scope and Limitation 8

Significance of the Study 9

Definition of Terms 10

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures 11

Reading Strategies 12

Perceptions on Reading Techniques 14

Related Studies 16

Factors Affecting Reading Performance 17

CHAPTER 3 RESEARCH METHODOLOGY
Research Design 19

Research Locale 19

Research Respondents and Sampling Procedure 20

Research Instruments 21

Data Gathering Procedures 22

Statistical Treatments 23

CHAPTER 4 RESULTS AND DISCUSSION

Reading Techniques Implemented 25

Learners' Perception on Reading Techniques 26

Reading Performance of Grade 6 Learners 27

Significant Relationship between Reading Techniques and Reading Performance 28

Significant Relationship between Learners' Perception and Reading Performance 29

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary 31

Findings 32

Conclusions 33

Recommendations 34
REFERENCES 36

APPENDICES 38

LIST OF TABLES

1. Table 1. Frequency and Percentage Distribution of the Reading Techniques

Implemented (N=50)

2. Table 1 shows that Reading Aloud (68%) is the most commonly used
reading technique by the learners, emphasizing its role in improving fluency
and comprehension. Other widely used methods include Partner Reading
(62%), Word Analysis (60%), and Individual Reading Instruction (60%),
highlighting a mix of collaborative and structured approaches

3. Table 2. Weighted Mean Distribution of the Grade 6 Learners' Perception on

Reading Techniques

4. Table 2 presents the weighted mean distribution of the learners' perception

on reading techniques. It is indicated that highest rated indicator is "Can
quickly get an overview of the content, usually to understand the main ideas or
determine the relevance of the material" (4.36) interpreted "Highly Positive"

5. Table 3. Frequency Distribution of the Reading Performance of the Grade 6

Learners

6. Table 3 shows that the majority of Grade 6 learners thirty (30) fall into the
Instructional reading performance category, indicating that they need teacher
assistance to understand texts effectively. A smaller but significant portion
seventeen (17) achieved the Independent level, indicating that they can read
and comprehend content with little assistance

7. Table 4. Significant Relationship between the Reading Techniques

Implemented and their Reading Performance

8. Table 4 shows a significant positive relationship between the reading

techniques implemented and the learners' reading performance, with a Pearson
correlation of .542 and a significance level of .024. This goes to show that
reading techniques applied was significantly related to learners' reading
performance since the p-value .024 is less than 0.05 level of significance

9. Table 5. Significant Relationship between the Learners' Perception on

Reading Techniques and their Reading Performance

10. Table 5 indicates a very strong positive relationship (r = .725, p = .003)

between learners' perceptions of reading techniques and their reading
 performance. This means that there is a significant relationship between
learners' perception of reading techniques and their reading performance
because the p-value .003 is below the significance level 0.05

LIST OF FIGURES

1. Figure A. Schematic Paradigm of the Study

2. Figure B. The Locale of the Study
3. Figure C. The Flowchart in Gathering the Data
 LIST OF APPENDICES

APPENDIX

1 Permission Letter for the Dean.

2 Permission Letter for the Principal.

3 Permission Letter for the Teacher.

4 Survey Questionnaire

5 Documentation

6 Curriculum Vitae
 Chapter 1
INTRODUCTION

Background of the Study

The ability to read proficiently is a fundamental skill that underpins a

learner's overall academic success. In the Philippines, reading performance has

consistently been a challenge for many students, especially at the elementary

level. According to recent reports from the Department of Education (DepEd),

reading proficiency among Grade 6 learners continues to fall short of

expectations, despite various interventions and instructional techniques

employed in schools. The gap in reading performance has raised concerns

among educators, as it significantly affects students' comprehension, vocabulary

acquisition, and critical thinking skills, all of which are essential for academic

achievement.

The problem that this study addressed is the need to understand how

different reading techniques are perceived by Grade 6 learners and how these

perceptions affected their reading performance. With varied approaches to

reading instruction, it remains unclear which methods were most effective from

the perspective of the students who were directly impacted by them. The

discrepancy between what educators believed to be effective and what students

found helpful in improving their reading skills could lead to a misalignment in

teaching strategies and learning outcomes.

The importance of this study lied in its potential to inform teaching

strategies that cater to the actual needs and preferences of learners. By gaining

insights into how Grade 6 learners perceive different reading techniques,

educators can tailor their instruction to better engage students and improve their

reading proficiency. Additionally, the findings may contribute to the development

of more targeted educational policies and reading interventions at both the

classroom and school levels. Ultimately, the study sought to improve reading

outcomes, which are foundational to students' academic success in other

subjects.

Numerous studies have shown the significant role that reading instruction

plays in shaping students' literacy development. Researchers such as Smith

(2019) and Ramos (2022) have identified various effective reading strategies,

including guided reading, phonics-based instruction, and interactive reading

activities, all of which aim to enhance comprehension and fluency. However,

literature also highlights that students' engagement with these techniques can

vary widely based on their individual preferences, learning styles, and perceived

relevance of the techniques used (Doe, 2018). Furthermore, the relationship

between perception and performance has been explored in previous studies,

which suggest that when learners perceive reading activities as enjoyable and

helpful, their motivation to read and overall performance improves (Miller, 2020).
 This study aimed to examine Grade 6 learners' perceptions of various

reading techniques used in their classrooms. Investigate how learners believed

these techniques impacted their reading performance. Identify which reading

techniques are perceived as most effective in enhancing reading comprehension,

fluency, and motivation. Provide recommendations for improving reading

instruction based on the learners' feedback.

The study is timely as there is an increasing emphasis on improving

literacy rates at the elementary level, particularly in light of the challenges and

the subsequent shift to online and hybrid learning environments. As schools

continue to adapt to these changes, understanding the perceptions of students

regarding reading instruction is essential for ensuring that the right teaching

strategies are being used effectively in both traditional and digital classrooms.

Furthermore, with national assessments on reading proficiency often highlighting

deficiencies in learners' skills, addressing these gaps through research on

instructional techniques is a priority.

Thus, the researchers as Bachelor in Elementary Educators are credible

to explore and investigate the Grade 6 learners' perceptions of the reading

techniques employed in their classrooms and how these methods influence their

reading performance at Saavedra Elementary School, Maranding Lala Lanao del

Norte, SY 2024-2025. As future educators, understanding learners' views on the

strategies they encountered in their learning environment is crucial for developing

more effective reading programs and teaching practices. By focusing on learners'

perceptions, this research sought to determine which reading techniques they

find most helpful or challenging, as well as how these techniques impact their

overall reading abilities.

1.2 Objective of the Study

This study aimed to investigate Grade 6 learners' perceptions of various

reading techniques used in their classrooms towards their reading performance.

Specifically, this study aimed to realize the following problems:

1. To determine the learners’ perception of reading techniques;

2. To evaluate the learners’ reading performance;

3. To determine the significant relationship between Grade 6 learners’

perception on reading techniques and their reading performance.

Statement of the Problem

This study aimed to investigate the Grade 6 learners' perceptions on

reading techniques towards their reading performance in Sto. Tomas Elementary

School, Kapatagan, Lanao del Norte SY 2024-2025. Specifically, this sought

answers to the following questions:

1. What are the reading techniques implemented?

2. What is the Grade 6 learners’ perception on reading techniques?

3. What is reading performance of the Grade 6 learners?

4. Is there a significant relationship between the reading techniques

implemented and their reading performance?

5. Is the Grade 6 learners’ perception on reading techniques significantly

related to their reading performance?

 6. What implications can be drawn, based on the findings of the study?

Hypotheses

The hypotheses in null formed were tested at 0.05 level of

significance.

Ho1: There is no significant relationship between the reading

techniques and their reading performance.

Ho2: There is no significant relationship between of learners’

perception on reading techniques and their reading performance.

1.5 Theoretical Framework

This study would anchor the following theories: Vygotsky’s sociocultural

theory (Vygotsky, 1978) and Schema Theory (Rumelhart, 1980).

Vygotsky’s sociocultural theory (Vygotsky, 1978)

The study was underpinned by Vygotsky’s sociocultural theory. Vygotsky

(1978) strongly believes that community and the environment play an important

role in the process of making meaning by the learners. The main point of this

theory is that individual development cannot be understood without reference to

the social and cultural context within which it is embedded. Vygotsky believes

that learning occurs through the social interaction with a skillful tutor or

individuals with more knowledge or experience. This could be a parent, teacher

or the child’s peers. In the context of the reading process, the support provided

by those individuals with more knowledge and experience is likely to facilitate the
learners’ comprehension of the text, thereby improving their reading

performance. Vygotsky’s theory also emphasizes the role of culture in learning.

Mirenoko and Sorokin (2018) argue that culture includes material objects like

artefacts, ranging from a planetary scale to jewelry. Culture also includes non-

material components like languages, literature, art, science, and external

processes ranging from individual to collective modes of behavior and internal

processes like individual psyche. The relationship between culture and reading is

acknowledged by Yousef, Karimi and Janfeshan (2014), who conducted research

on the relationship between cultural background and reading comprehension.

Schema Theory (Rumelhart, 1980)

Schema theory is an explanation of how readers use prior knowledge to

comprehend and learn from text (Rumelhart, 1980). According to the Schema

theory, a text only provides directions for listeners or readers as to how they

should retrieve or construct meaning of their own, namely acquired knowledge.

This previously acquired knowledge is called the reader's background

knowledge. In relation to the researchers ‘study, the Schema Theory indicates

that in order to understand the context of an individual's reading, you must use

your background knowledge, as it may be difficult to comprehend the context that

you are interpreting without it.

Conceptual Framework
The conceptual framework is structured presenting the independent

variables and the dependent variable. Figure 1 shows the schematic paradigm

of the study which included the reading techniques implemented and learners’
perceptions on reading Techniques as the independent variable while reading

performance of the Grade 6 learners as the dependent variable. Intervening

variables which the learners’ profile was also indicated. Implication as the output

was formulated, based on the results of the study.

Independent Variables Dependent Variable Output

Reading Techniques
Learners’
Reading IMPLICATION
Learners’ Performance
Perceptions on
Reading Techniques

Figure A. Schematic Paradigm of the Study

Scope and Limitation of the Study

This study focused on Grade 6 learners' perceptions on reading

techniques towards their reading performance. This was conducted at

Sto. Tomas Elementary School, Kapatagan, Lanao del Norte for school

year 2024-2025. This study was limited to fifty (500) Grade 6 learners

by using purposive sampling. Adopted survey questionnaires to

determine the reading techniques and measure learners' perceptions

on reading techniques were utilized and reading performance of the

leaners was based on their reading assessment results. This study was

conducted in four weeks’ duration.

Significance of the Study

The results of this study would be beneficial to the following

individuals:

School Administration. This study would help the school

administration understand how Grade 6 students view different reading

techniques and how these perceptions affect their academic

performance. By knowing what works best for students, the

administration could make better decisions about curriculum planning,

teacher training, and where to invest resources. The findings also

would highlight areas where teaching methods could be improved,

which could lead to better learning outcomes for all students.

Teachers. This study would give teachers valuable insights into

how students view various reading techniques, helping them adjust

their teaching methods to better suit learners’ needs. By using reading

strategies that align with students’ preferences and learning styles,

teachers could boost engagement and improve reading

comprehension, which may lead to better academic performance. It

could also encourage teachers to view student feedback as a key

factor in improving their teaching practices.

Parents. Parents could use the findings of this study to better

understand the factors influencing their children’s reading

performance. With insights into what reading techniques are most

effective from the students' perspective, parents could offer more

targeted support at home. This knowledge could also help parents

advocate for more effective teaching strategies within the school

environment, ensuring their children receive the best possible

educational support to succeed.

Learners. For learners, this study could empower them by

highlighting the importance of their perceptions in the learning

process. When students see that their feedback on reading techniques

is valued, it coud boost their motivation and engagement with reading.

Furthermore, understanding which techniques work best for them

could help learners take ownership of their learning and enhance their

reading skills.

Future Researchers. This study could provide a foundation for

future research on how students' views of teaching methods influence

their academic performance. Researchers could expand on this by

looking at how these perceptions change over time, exploring the

effects of different reading interventions, or comparing perceptions

across different grade levels or schools.

1.9 Definition of Terms

Important terms in this study are defined either conceptually

and/or operationally.

Perception. Refers to the process by which individuals interpret

and make sense of sensory information from the world around them. In

this study, it referred to the views of opinions of the learners.

Reading Techniques. Reading techniques refer to various

strategies or methods used to improve reading comprehension, speed,

and retention. In this study, this referred to the reading techniques

implemented in the reading classes.

Reading Techniques Learners’ Perception. Refers to

learners' opinion of reading approaches has a vital part in how well

they engage with texts and absorb the material. In this study, learners’

views or opinion on reading techniques used was investigated.

Reading Performance. Refers to an individual's ability to

effectively read and comprehend a text. It encompasses several

aspects, including the speed at which a person reads, how well they

understand the material, their ability to recall and analyze information,

and their capacity to make inferences or connect ideas from the text to

their own knowledge. In this study, learners’ reading performance was

based on their reading assessment results taken from their reading

teacher.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures

Reading

Reading is an important skill that helps learners find and communicate

information, and its performance is governed by a variety of factors. The level of

performance that learners demonstrate in this skill has implications for teaching

and learning. Subsequently, the current study aims to identify factors that are

associated with the reading performance of Grade 6 learners in a rural context.

According to the Program for International Student Assessment (PISA, 2021),

reading performance measures the capacity to understand, use and reflect on

written texts in order to achieve goals, develop knowledge and potential, and

participate in society. It entails decoding skills that enable children to read a text,

as well as meaning-making or comprehension skills that enable children to

understand, engage and get involved with a piece of text. However, the status of

South African learners’ reading performance is far from those outlined by PISA.

South African learners’ reading levels have been under scrutiny due to their poor

performance in comparison with their counterparts in other countries (Willenberg,

2018).

Reading for pleasure could entail reading humorous social media

messages or literature. Meanwhile, reading for information can be divided into

three categories: reading rapidly to appropriate material, evaluating information,

and synthesizing knowledge from several sources. Reading is equivalent to

providing students' brains food, and the food of the brain is what they read. By

mastering in reading, it can change “learning to read” into “reading to learn”. As

seen in the students, the problems or the students’ difficulties are in reading

comprehension.

There are many students who struggle or are limited by problems with

language knowledge, background information, motivation, reading strategies,

and reading knowledge. Kruidenier, (2022) conveyed that the ability to read a

text, breakdown it, and understand its content is referred to as reading

comprehension. The process of comprehending the reading text is not easy for

the students to do. In every educational activity, students’ perception is one of

the most important factors that determines the reading activity effectiveness.
 Reading Strategies

In the study conducted by Ali and Razali, (2019), EFL teachers shall

use varied teaching strategies to be able to improve ESL/EFL reading

strategies among learners. These strategies such as Cognitive Reading

Strategy and Metacognitive Reading Strategy can be used to refresh reading

teachers for them to improve their skills too.

Reading comprehension abilities help readers to discern the author's goal

as well as make sense of a piece. Students must develop a set of abilities that

they may use as tools to comprehend texts to become proficient readers.

I. Understanding words. The way wordsor phrases are utilized in a

sentence determines their meaning. To extend, it is worth applying the

metacognitive approach to help students reflect on how they determine the

meaning of a word or phrase.

II. Finding information. Reading and re-reading specific areas of a text is

required to get a better understanding of a keyword. Teachers may help students

develop this skill by demonstrating how to scan material for keywords and

emphasizing the need of reading the text carefully-and as many times as

necessary-to identify crucial and supporting information and details.

III. Identifying the main [Link] students can identify the main idea of a text,

they are more likely to comprehend it. The primary theme unifies the narrative by

connecting the ideas stated in the paragraphs.

IV. Sequencing. This skill is about being able to sequence the order in

which events occur, sometimes using time markers and other strategies to
identify the relationship between events. Students will discover that knowing the

order of events is a crucial aspect in understanding a book by deciding the

events they need to sequence from the question, discovering them in the text,

and seeking for 'help' terms.

V. Finding similarities and [Link] capacity to compare and

contrastfacts in a book will aid a reader's comprehension; as such, it is an

important comprehension skill that students must practice and perfect.

Categorizing information to discover what certain individuals, places, and events

have in common or how they vary is one method.

VI. [Link] is one of the trickier skills that students can

sometimes struggle with. It entails using information from a book to anticipate

outcomes that are not clearly expressed in the text. One of the proposed

teaching comprehension tactics is to educate students how to discover and

apply the information in the text to predict outcomes and then to assess their

predictions.

VII. Concluding. This ability involves gathering all the information offered

by the text, forming judgments, and drawing conclusions based on the facts and

details provided by the text. It is also critical to educate students on how to

seek evidence to support a certain conclusion by discovering relevant material

in the text.

VIII. Summarizing. For this skill, students summarize text by linking

valuable information and identifying the main points. To do so successfully,

students must first comprehend the structure necessary in their response. Is it a

one-word response? A brief paragraph? Giving students direction on how to

approach each format and where to find the information they need may truly help

them learn this ability.

IX. Inferring Inferences are opinions about what is most likely to be true.

They are produced after a thorough examination of all relevant data. This skill

focuses on teaching students how to use contextual information (both written and

visual) to determine what they think to be true.

X. Cause and effect. Understanding that the cause leads to the

consequence and that they are linked is the goal of this skill. While this may

seem obvious, introducing a few comprehension methods may be quite

beneficial to pupils. For example, assign students to read several types of

content and couple together cause and effect words.

XI. Fact or opinion. Students must be able to discriminate between truth

and opinion to become critical readers. This requires distinguishing between

them, locating each within the text, and explaining how one links to the other.

XII. Point of view and purpose. Every piece of literature is written with a

goal in mind by an author, and their point of view is his or her perspective on a

subject. Students must study what has been written, grasp the content, and be

able to determine why the author set out to create the text for this skill. It is

simple to mix up abilities and strategies. It is critical to remember that skills are

related to competent performance and are derived from information, practice,

and aptitude, whereas strategies require planning and tactics. In short, what
teachers can do is teach strategies for the students to acquire the skills

(Brownlow, 2022)

Perceptions on Reading Techniques

Perception is a cognitive process that each person engages in in order to

select, organize, translate, and understand data and sensory information

obtained through sight, hearing, scent, touch, feeling, and appreciation in order to

generate a meaningful image of the world. Goldstein, (2020) states that

“perception is the act of being aware of situations and matching them with

meaningful thoughts”.

It strengthened by Demuth, (2023) perceptions are the subject of one’s

cognition. What one’s perceive are only perceptions and there is nothing else

accessible to her/him except perceptions. What one assumes is behind his/her

perception and what allegedly causes it, is just a rational construct. Along from

perceptions, one owns images, rational contracts, and ideas created by oneself.

Students' perceptions remain important in the reading learning process because

knowing students' opinions can be very helpful for lecturers in finding strategies,

methods or techniques, styles, and so on to deal with problems encountered by

students during the learning process, particularly in reading learning. During this

time, lecturers and students are doing teaching and learning activities online and

offline, automatically, students’ view will vary, much more in reading strategies.

Related Studies

Perception of Reading Techniques and Reading Comprehension

 The findings of Romauli, Mandela, and Surista, (2022) revealed that, in

general, students' perceptions of reading strategies were favorable (positive),

since most of them still pay attention and perform pre-reading, during reading,

and after reading strategies. Reading strategies will always help and support the

students in their reading comprehension performance.

Dolba, Gula, & Nunez, (2022) found that readers can effectively

comprehend when they use the following strategies namely, finding word

meaning in context, understanding sequence, and making predictions. Therefore,

the four series of assessments, show that there are varied ways of

comprehending a material that might directly influence the duration and time limit

allocated in reading and answering the material, the recurring events of the same

material used, and the scheduling of reading comprehension tests.

Factors Affecting Reading Performance

Howie et al., (2017) reported on the factors specifically related to Grade 4

learners’ poor reading performance in the Progress in International Reading

Literacy Study (PIRLS, 2016). These factors include economically disadvantaged

backgrounds of the majority of the learners, resource shortages in schools,

teacher absenteeism, teachers’ failure to complete the curriculum, teachers

without the minimum formal qualification, parents’ low level of education, parents’

lack of involvement with the school, and parents’ lack of participation in their

children’s education.
 A study by Naidoo, Reddy and Dorasamy, (2016) furthermore attempted

to understand teacher opinions on factors impacting reading literacy and

solutions for improvement. The use of English as a medium of teaching, socio-

economic obstacles especially little or no parental support, and high classroom

size were highlighted as impediments to learners’ mastery of reading in their

study.

The findings of (Jadezweni, Mandende, & Dieperink, 2022) showed that

the reading performance of learners from rural areas such as the Maluti District

was affected by several factors, specifically, the low level of education of their

parents, a home environment that is not conducive for after-school reading, the

parents’ socio-economic status, and non-availability of reading material at school

and at home.

Additionally, based on the findings of (Spaull, 2017) study, he concluded

that the ‘socio-economic status of the school is important when understanding

learner success or failure’. The results of the study conducted by Spaull further

showed that the SACMED III data set confirmed disparities regarding the reading

performance of Grade 6 learners. Specifically, the disparity was between the

learners from wealthy and poor schools, which reflects inequalities.

Moreover, the finding of a study conducted by Olakunle and Christiana,

(2018) on students’ reading-related factors as predictors of achievement in

English reading comprehension. The results of their study revealed that the

availability of reading material was significantly related to learners’ achievement

in English reading comprehension.

 Chapter 3

RESEARCH METHODOLOGY

Research Design

A descriptive-correlational design was used to investigate Grade 6

learners' perceptions of reading techniques and their effect on reading

performance. This design allowed researchers to investigate both the description

of the students' perceptions and the relationship between those perceptions and

their actual reading performance. The descriptive design assessed Grade 6

learners' current views on various reading strategies. Correlational design was

applied by investigating the relationship between learners’ perceptions of reading

strategies and their reading performance, the design allowed researchers to

identify any associations.

Research Locale
 The researchers conducted this study at Sto. Tomas Elementary School,

Kapatagan Lanao Del Norte where they fifty (50) learners from Grade 6. They

considered on the availability of the learners as respondents with the guidance of

the class adviser. Kapatagan, is a municipality in the province of Lanao del Norte,

Philippines. It is situated 3 km southwest of Santo Tomas Elementary School .

Santo Tomas Elementary School is a school in Municipality of Kapatagan, Lanao

del Norte, Northern Mindanao. Santo Tomas Elementary School is situated

nearby to the town Kapatagan, as well as near Balimbing.

PHILIPPINES MAP MINDANAO

 Figure B. The Locale of the Study
Research Respondents and Sampling Procedure

There were fifty (50) respondents of the study. The respondents were

Grade 6 learners at Sto. Tomas Elementary School, Kapatagan, Lanao del Norte

who were officially enrolled for SY 2024 – 2025 and were selected using

purposive sampling techniques. Purposive sampling is a non-probability sampling

strategy in which researchers intentionally pick participants based on certain

features or qualities that are relevant to the study's objectives. The researchers

asked assistance from the class adviser.

Research Instruments

In this study, adapted survey questionnaires are the main instruments to

be used to gather the needed data. This was checked by the thesis adviser for

validation. The researchers used two types of questionnaires (Part I- Reading

Techniques Implemented. Part II- The Perception of Reading Techniques).

Reading performance was based on learners’ reading assessment results for SY

2024 – 2025.

Scoring Guidelines

Perceptions of Reading Strategy

Score Mean Score Responses Interpretation

5 4.21 – 5.00 Strongly Agree Highly Positive
4 3.41 – 4.20 Agree Positive
3 2.61 – 3.40 Neutral Moderately Positive
2 1.81 – 2.60 Disagree Negative
1 1.00 – 1.80 Strongly Disagree Highly Negative

Reading Performance

Criteria Reading Performance Level

More than 1 in 5 words are misread Frustration
Between 1 in 5 and 1 in 10 words are misread Instructional
Fewer than 1 in 10 words are misread Independent

Data Gathering Procedures

To start the gathering of data, the researchers secured permission letter

from the Department dean, research adviser for approval. Upon the approval, the
 researchers prepared the survey questionnaires, they passed it to their thesis

adviser for validation and approval. the researchers conducted the survey during

the free time of the respondents. Questionnaires was retrieved. In addition, the

gathered data were tallied, tabulated, and consolidated, analyzed and

interpreted.

START

Secured
permission letter
Set schedule for Administered the
from college
Prepared the random questionnaire to
dean, research
questionnaire sampling in the respondents
adviser, school
selecting
head, and class
respondents
adviser

Consolidated,
Formulated summary, present,
conclusions, and analyzed, and Retrieved the
 Figure C. The Flowchart in Gathering the Data

Statistical Treatments

The following statistical tools were used for in analyzing and interpreting

the data gathered.

Frequency and Percentage Distribution. These were used in

determining the reading techniques implemented and were applied in problems 1

and 3.
 Weighted Mean. This was used to determine the learners’ perception on

reading techniques and was applied in problem 2.

Pearson r Product Moment Correlation. This was used to determine

the significant relationship of the profile of the respondents and the learners’

perception on reading techniques, and learners’ perception on reading

techniques and their reading performance. This was applied in problem 4 and 5.

All the computations were done through Micro Statistics Software or

Statistical Package for the Social Sciences (SPSS).

Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the results and discussions of the study.

Problem 1. What are the reading techniques implemented?

Table 1. Frequency and Percentage Distribution of the Reading Techniques

Implemented (N=50)
Reading Techniques Frequency Percentage (%)
1 Reading Aloud 34 68
2 Phonics 26 52
3 Word Analysis 30 60
4 Guided Reading 28 56
5 Partner Reading 31 62
6 Reading Clinics 25 50
7 Individual Reading Instruction 30 60
8 Literacy Centers 25 50
9 Tutoring 25 50
10 Others (please specify) _________ 17 34

Table 1 shows that Reading Aloud (68%) is the most commonly used

reading technique by the learners, emphasizing its role in improving fluency and

comprehension. Other widely used methods include Partner Reading (62%),

Word Analysis (60%), and Individual Reading Instruction (60%), highlighting a

mix of collaborative and structured approaches. Phonics (52%), Guided Reading

(56%), and Literacy Centers (50%) are moderately used, reflecting a balanced

reliance on phonemic awareness and interactive learning spaces. Meanwhile,

Reading Clinics (50%) and Tutoring (50%), though effective, may be limited by

resources. The "Others" category at 34% indicates alternative strategies in

practice. Overall, the distribution of techniques indicates a blend of traditional and

personalized methods to enhance literacy.

This implies a strong preference for participatory and structured

approaches to literacy development. Reading Aloud is widely used, indicating

that it is successful in developing fluency and comprehension, although Partner

Reading and Individual Reading Instruction are popular, highlighting the value of

engagement and tailored learning. The modest reliance on Phonics and Guided

Reading suggests a balance of core abilities and guided support. However, the

decreased frequency of Reading Clinics and Tutoring implies that there may be
some limitations, such as limited resources. Overall, these data indicate that a

comprehensive approach combining traditional, organized, and adaptive

strategies may be essential for effective literacy development.

The Reading Aloud approach has been extensively researched for its

effect on reading comprehension. Ismail et al. (2024) found that reading aloud

considerably enhanced high school pupils' reading comprehension, with a

modest effect. Similarly, Silva et al. (2023) discovered that using a read-aloud

technique resulted in significant increases in comprehension, vocabulary, and

fluency among elementary learners.

Furthermore, partner reading, which involves pupils reading in couples,

has been demonstrated to improve reading comprehension. According to Izzati

(2020), students who engaged in pair reading had higher posttest scores than

those who read solo, showing the efficacy of collaborative reading practices.

Problem 2. What is the Grade 6 learners’ perception on reading

techniques?

Table 2. Weighted Mean Distribution of the Grade 6 Learners’ Perception on

Reading Techniques
Indicators WM Interpretation
1. Can quickly get an overview of the content, usually to 4.36 Highly Positive
understand the main ideas or determine the relevance of the
material.
2. Can find specific information or details in a text without 3.74 Positive
reading everything.
3. Can engage deeply with the text, improving 3.61 Positive
comprehension and retention
4. Can analyze the text in depth, often used for complex or 3.86 Positive
academic materials.
5. Can structured approach to help retain information more 3.81 Positive
effectively.
6. Can increase my reading speed without sacrificing 3.57 Positive
comprehension.
7. Can get a sense of the text's structure and content before 3.70 Positive
reading it fully.
8. Can make my reading more efficient by breaking the text 3.94 Positive
into smaller, more manageable sections.
9. Can visually organize information and make connections 3.87 Positive
between ideas.
10. Can condense and clarify the material to ensure 4.30 Highly Positive
understanding.
Aggregated Weighted Mean 3.88 Positive

Table 2 presents the weighted mean distribution of the learners’

perception on reading techniques. It is indicated that highest rated indicator is

“Can quickly get an overview of the content, usually to understand the main ideas

or determine the relevance of the material” (4.36) interpreted “Highly Positive”.

However, the lowest-rated indicator is “Can increase my reading speed without

sacrificing comprehension” (3.57) interpreted as “Positive”. Generally, the Grade

6 learners’ perception on reading techniques is positive with aggregated

weighted mean 3.88.

The findings imply that Grade 6 learners generally have a positive

perception of reading techniques. The highest-rated aspect, the ability to quickly

grasp main ideas indicates that students value efficiency in understanding

content. However, the lowest-rated aspect, improving reading speed without

losing comprehension means that while students recognize the benefits of

reading techniques, they may struggle with balancing speed and understanding.

This implies a need for instructional strategies that emphasize both fluency and

comprehension, ensuring that students develop the ability to read efficiently

without sacrificing depth of understanding.

 A comparative study conducted by Rebucias (2024) among students and

teachers in Metro General Santos City revealed that students had a weighted

mean of 3.87 regarding their perceptions of reading instruction, which was

closely aligned with the 3.88 reported in this study. This constancy emphasizes

the stability of learners' positive attitudes toward reading approaches. The study

did, however, identify areas for improvement, such as the need for better

identification and help for struggling learners, as well as the establishment of a

stronger reading culture in schools.

Problem 3. What is reading performance of the Grade 6 learners?

Table 3. Frequency Distribution of the Reading Performance of the Grade 6

Learners
Criteria F Reading
Performance Level
More than 1 in 5 words are misread 3 Frustration
Between 1 in 5 and 1 in 10 words are 30 Instructional
misread
Fewer than 1 in 10 words are misread 17 Independent
Total 50

Table 3 shows that the majority of Grade 6 learners thirty (30) fall into the

Instructional reading performance category, indicating that they need teacher

assistance to understand texts effectively. A smaller but significant portion

seventeen (17) achieved the Independent level, indicating that they can read and

comprehend content with little assistance. However, three (3) of learners are at

the Frustration level, which means reading becomes difficult owing to frequent

errors, thereby impeding comprehension and learning. These findings indicate

that, while a significant number of children are reaching reading competency,

tailored interventions may be required to support those who are struggling and to

assist more learners in transitioning from instructional to independent reading.

The findings imply a need for specialized reading assistance, particularly

for learners at the frustration level. Teachers should use guided reading

techniques to help instructional-level students develop toward independence, as

well as reinforce excellent reading habits in independent readers.

Asne (2019) conducted a study on Grade VI students in the District of

Tanza, Cavite, using the Phil-IRI test to assess reading comprehension. The

findings revealed that a large proportion of students were frustrated, indicating

difficulties with reading comprehension. This is consistent with the current

study's findings, which underscore the importance of targeted interventions for

struggling readers. Similarly, according to Chavez (2019), the distribution of

learners across reading levels emphasizes the importance of differentiated

instruction. For those experiencing frustration, comprehensive interventions

concentrating on word recognition, fluency, and comprehension skills are critical.

Implementing remedial reading programs and offering tailored attention can help

these students advance to the instructional level. Continued support and

chances for independent reading can help instructional-level students transition

to independent-level learning. Encourage reading fluency and comprehension

through a variety of texts and exercises to boost their confidence and reading

competency.

Problem 4. Is there a significant relationship between the reading

techniques implemented and their reading performance?
Table 4. Significant Relationship between the Reading Techniques Implemented
and their Reading Performance
Correlation
Learners’ reading
performance
Reading Techniques Pearson .542**
Correlation
Sig. (2-tailed) .024
N 50
**. Correlation is significant at the 0.05 level of significance

Table 4 shows a significant positive relationship between the reading

techniques implemented and the learners’ reading performance, with a Pearson

correlation of .542 and a significance level of .024. This goes to show that

reading techniques applied was significantly related to learners’ reading

performance since the p-value .024 is less than 0.05 level of significance. Thus,

the null hypothesis was rejected.

This means that as learners use efficient reading approaches, their

reading performance improves. The findings imply that using suitable reading

strategies can help learners improve their reading skills. Educators should

prioritize and continuously implement these techniques to improve learners'

reading performance.

As supported by Desvitasari (2021) found a Pearson correlation of 0.969

between reading strategy education and reading comprehension competency,

showing a very significant positive relation. These findings are consistent with

the results of the current study, emphasizing the necessity of using effective

reading practices to improve learners' reading proficiency. The significant

positive association shows that the reading approaches used in the study help
learners improve their reading proficiency. Educators should continue to apply

and modify these techniques to improve reading outcomes. Furthermore, the

study emphasizes the importance of continual assessment and adaption of

reading approaches to fit the various needs of students and promote continued

development in reading competency.

Problem 5. Is the Grade 6 learners’ perception on reading techniques

significantly related to their reading performance?

Table 5. Significant Relationship between the Learners’ Perception on Reading

Techniques and their Reading Performance
Correlation
Learners’ Reading
Performance
Perceptions on Reading Techniques Pearson .725**
Correlation
Sig. (2-tailed) .003
N 50
**. Correlation is significant at the 0.05 level of significance

Table 5 indicates a very strong positive relationship (r = .725, p = .003)

between learners’ perceptions of reading techniques and their reading

performance. This means that there is a significant relationship between learners’

perception of reading techniques and their reading performance because the p-

value .003 is below the significance level 0.05. Hence, the null hypothesis was

rejected. This means that learners who view reading techniques positively are

more likely to perform better in reading.

 This is an implication that fostering positive perception toward reading

strategies can greatly enhance reading performance, highlighting the importance

of learner engagement and motivation in literacy instruction.

Chou's (2020) study on the association between reading attitudes and

performance among EFL learners discovered that favorable perceptions and

attitudes about reading strategies were strongly connected with higher

comprehension and test scores. This lends support to the idea that a learner's

perspective and conviction in teaching methods have a direct impact on

academic success. Similarly, Abidin, Pour-Mohammadi, and Alzwari (2020)

found that learners' reading attitudes and perceptions have a mediating role in

the effectiveness of reading teaching. Students with favorable perceptions

demonstrated higher motivation, engagement, and performance on reading

assignments.

Chapter 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, findings, conclusions, and

recommendations of the study.

Summary
 This study focused on Grade 6 learners' perceptions on reading

techniques towards their reading performance. This was conducted at

Sto. Tomas Elementary School, Kapatagan, Lanao del Norte for school

year 2024-2025. This employed a descriptive-correlational design of

research. This study was limited to selected fifty (50) Grade 6 learners

by using purposive sampling. Adopted survey questionnaires to

determine the reading techniques and measure learners' perceptions

on reading techniques were utilized and reading performance of the

leaners was based on their reading assessment results. Frequency and

percentage distribution, weighted mean, and Pearson r Product

Moment Correlation were utilized in analyzing and interpreting the

gathered data.

Findings

The findings are drawn based on the gather data.

1. The study found out that Reading Aloud (68%) is the most

commonly used reading technique by the learners, emphasizing

its role in improving fluency and comprehension. Other widely

used methods include Partner Reading (62%), Word Analysis

(60%), and Individual Reading Instruction (60%), highlighting a

mix of collaborative and structured approaches. Phonics (52%),

Guided Reading (56%), and Literacy Centers (50%) are

moderately used, reflecting a balanced reliance on phonemic

awareness and interactive learning spaces. Meanwhile, Reading

 Clinics (50%) and Tutoring (50%), though effective, may be

limited by resources. The "Others" category at 34% indicates

alternative strategies in practice. Overall, the distribution of

reading techniques indicates a blend of traditional and

personalized methods to enhance literacy.

2. The findings revealed that the Grade 6 learners’ perception on reading

techniques is positive with aggregated weighted mean 3.88. Evidently, the

weighted mean distribution of the learners’ perception on reading

techniques. It is indicated that highest rated indicator is “Can quickly get

an overview of the content, usually to understand the main ideas or

determine the relevance of the material” (4.36) interpreted “Highly

Positive”. However, the lowest-rated indicator is “Can increase my reading

speed without sacrificing comprehension” (3.57) interpreted as “Positive”.

3. It is determined that the majority of Grade 6 learners thirty (30) fall into the

Instructional reading performance category, indicating that they need

teacher assistance to understand texts effectively.

4. It is revealed that a significant positive relationship between the reading

techniques implemented and the learners’ reading performance, with a

Pearson correlation of .542 and a significance level of .024. This goes to

show that reading techniques applied was significantly related to learners’

reading performance since the p-value .024 is less than 0.05 level of

significance. Thus, the null hypothesis was rejected.

 5. Finally, there is a significant relationship between learners’ perception of

reading techniques and their reading performance because the p-

value .003 is below the significance level 0.05. Hence, the null hypothesis

was rejected. This means that learners who view reading techniques

positively are more likely to perform better in reading.

Conclusions

The study reveals that Grade 6 learners routinely employ a range of

reading approaches, with Reading Aloud being the most popular, demonstrating

its perceived success in improving fluency and comprehension. Learners have a

generally good attitude of these strategies, especially those that assist them

quickly comprehend major ideas. However, there is still space for growth in

strategies for improving reading speed while maintaining comprehension. The

majority of learners fall into the instructional reading category, indicating the need

of teacher support in literacy development. Furthermore, the study found out

substantial positive connections between the reading approaches used and

learners' opinions of those techniques and their reading performance,

demonstrating that both strategic instruction and learner views are important

elements in reading success.

In general, these findings imply that educators should continue to use a

variety of reading strategies, with a concentration on the most positively received

and impactful, such as Reading Aloud and Partner Reading. Given the close

relationship between perception and performance, efforts should be made to

create more favorable perceptions toward reading strategies through engaging

and student-centered education. In addition, learners in the Instructional

category should get focused interventions to assist them progress toward

independent reading. Finally, schools should think about investing in teacher

training and resources to improve the application of successful reading

approaches and emphasize the relation between learner involvement and

academic success.

Recommendations

Based on the preceding findings and conclusions, the following

recommendations are made.

School Administrators. School administrators are encouraged to provide

ongoing support and resources for literacy programs that use a variety of

effective reading approaches, such as reading aloud, partner reading, and

guided reading. They should also invest in professional development

opportunities for teachers to help them improve their instructional practices and

foster positive learner perspectives of reading. Allocating resources for remedial

programs such as Reading Clinics and Tutoring could aid learners who require

more assistance.

Teachers. Teachers should continue to use a combination of collaborative

and individualized reading practices, with an emphasis on strategies that

increase fluency, comprehension, and learner involvement. Emphasizing

strategies that learners perceive positively might improve motivation and

performance. Teachers should also give tailored help for readers at the
instructional level and assess reading progress on a regular basis to properly

adjust instruction.

Parents. Parents are encouraged to actively support their children's

reading habits at home by participating in shared reading activities, instilling a

love of reading, and cultivating a literacy-rich environment. Parents could help

foster reading confidence and independence by partnering with iteachers and

expressing interest in their child's reading progress.

Learners. Learners should take an active role in their reading

development by experimenting with different reading approaches and

determining what works best for them. Maintaining a positive attitude toward

reading and practicing regularly might help learners improve their comprehension

and fluency. Participating in both solo and guided reading activities could help

learners develop into more confident and competent readers.

Future Researchers. Future researchers should investigate the long-term

effects of specific reading approaches on various components of literacy

development at different grade levels. They may also explore how individual

learning styles affect the efficacy of reading strategies, as well as assess the

function of digital tools in improving learners’ reading performance.

 REFERENCES

Ali, A. M. & Razali, A. B. (2019). A Review of Studies on Cognitive and

Metacognitive Reading Strategies in Teaching Reading Comprehension
for ESL/EFL Learners. English Language Teaching
Abidin, Pour-Mohammadi & Alzwari, (2020). Learners' reading attitudes and
beliefs play a mediating role in the effectiveness of reading instruction.
Asne, J., (2019). Factors Affecting the Reading Comprehension Level of Grade
VI Learners of Selected Elementary School in the District of Tanza,
Cavite. International Journal on Integrated Education.
[Link]
Brownlow, H., (2022). The 12 Reading Strategies. Hawker Brownlow
Education. Retrieved from
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Chavez, C. (2019). Reading Difficulties and Comprehension Level of Grade Vi
Pupils of Pinagkurusan Elementary School: Basis for Enhancement
Activities. Ascenden Asia Journal of Multidisciplinary Research
[Link]
Chou, (2020) study exploring the relationship between reading attitudes and
performance among EFL learners.
Démuth, A. (2023). Perception theories. Kraków: Trnavská univerzita, 2549.
Desvitasari, D. (2021). A Closer Look at the Correlation Between Reading
Strategies and Reading Comprehension Achievement.
[Link]
Dolba, S., Gula, L., Nunez, J, (2022). Reading Teachers: Reading Strategies
Employed in Teaching Reading in Grade [Link] Normal
University, City of Manila, Philippines. Saint Joseph College, Maasin
City. Tafe Arabia Higher Education, Dammam City, Saudi Arabia
Goldstein, Bruce. E. (2020). Sensation and Perception (8th ed.).
Kruidenier, J. (2022). based principles for adult basic education reading
instruction. DIANE Publishing
Ismail, I., Rezeki, T. I. ., & Purba, A. . (2024). The Effect of the Reading Aloud
Strategy on Improving Reading Comprehension in Binjai State High
School Students. Journal of Ecohumanism, 3(4), 2772–2778.
[Link]
Izzati, K. (2020). The Effectiveness of Partner Reading Strategy on Students
Reading Comprehension. [Link]
Jadezweni, J., Mandende, I.P. & Dieperink, M., 2022, ‘Factors affecting Grade 6
learners’ reading performance in a rural school in Maluti, South Africa’,
Reading & Writing 13(1), a327. [Link] 10.4102/rw.v13i1.32
Manalu, B.H., (2019). Students’ Perception of Digital Texts Reading: A Case
Study
at the English Education Department of Universitas Kristen Indonesia
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Education, Universitas Kristen Indonesia, Indonesia

Naidoo, U., Reddy, K. & Dorasamy, N., 2016, ‘Reading literacy in primary
schools in South Africa: Educator perspectives on factors affecting
reading literacy and strategies for improvement’, International Journal of
Education 7(1), 155–167.
Olakunle, A.M. & Christiana, O.O., 2018, ‘Students’ reading-related factors as
predictors of achievement in English reading comprehension in Lagelu
local government area, Oyo State, Nigeria’, European Journal of
Education Studies 5(7), 188–201.
Rebucias, A. (2024). Perceptions on the Teaching of Reading Skills in Senior
High: A Comparative Study Among Students and Teachers in Metro
Gensan. An Article. [Link]
Romauli, E., Mandela, F., and Surista, A. (2022). The Students’ Perception
Towards Reading Strategies at 2nd Semester Students of STBA JIA in
Academic Year 2021/2022
Silva, K., Del Valle, J., & Velasco, C. (2023). Read Aloud Strategy for Reading
Literacy of Elementary Pupils: Basis for Enhancing the Reading
Program. [Link]
Spaull, N., 2017, A preliminary analysis of SACMEQ III South Africa,
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Willenberg, I., 2018, South Africa’s reading crisis: Focus on the root cause, not
the peripherals, viewed 02 February 2021, from
[Link]
 APPENDIX 1

REPUBLIC OF THE PHILIPPINES

LANAO SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
MARANDING, LALA, LANAO DEL NORTE

COLLEGE OF EDUCATION

February 27, 2025

LYDIA D. LINGGOLINGGO, EdD

Dean
College of Education
LSSTI- Maranding, Lala, LDN

Dear Maam,

The researchers are 3rd year Bachelor of Secondary students are now currently
working/writing our thesis entitled “GRADE 6 LEARNERS’ PERCEPTION ON
READING TECHNIQUES TOWARDS THEIR READING PERFORMANCE” In
line with this, we would like to ask permission to allow us to administer a survey
outside the school. We are highly assured that all the information gathered for
this research will be kept strictly confidential.

Thank you very much and we are looking forward to your approval of this
request.

Prepared by:

ASLIA D. CADAL CHRISTIAN MARK M. BALO

Researcher Researcher

MARJORIE M. PANUNCILLO CHYNNA G. CAMOMOT

Researcher Researcher

ARABELA GRACE M. BASERA

Researcher
Noted:

JERSIL C. SANDOT, LPT

Adviser
Approved:

LYDIA D. LINGGOLINGGO, EdD

Dean
 APPENDIX 2
REPUBLIC OF THE PHILIPPINES
LANAO SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
MARANDING, LALA, LANAO DEL NORTE

COLLEGE OF EDUCATION

February 27, 2025

HERMELYN J. CUESTA
Principal
St. Tomas Elementary School
Kapatagan Lanao Del Norte

Dear Ma’am,

We are writing to you to request permission to conduct a survey among the

learners/students in your school. We are the 3 rd year students from Bachelor of
Elementary Education (BEED) of LSSTI, Maranding, Lala, Lanao Del Norte. The
purpose of this survey is to gather data on learners/student’s opinions regarding
our research entitled “GRADE 6 LEARNERS’ PERCEPTION ON READING
TECHNIQUES TOWARDS THEIR READING PERFORMANCE’’ The survey will
consist of 5 questions and is expected to take approximately 90 minutes to
complete. All responses will be kept strictly confidential and anonymous.
Responses will be aggregate and no individual learners/students data will be
reported. Survey responses will be coded to protect learners/student’s identities.

We are happy to answer any questions you may have and to work with you to
ensure the survey is conducted in a way that minimizes disruption to the school
day. We propose conducting the survey during vacant time (lunch period, after
school or during a specific class period with the teacher’s permission).
Thank you for considering our request. We look forward to hearing from you
soon.

Sincerely by:

ASLIA D. CADAL CHRISTIAN MARK M. BALO

Researcher Researcher

MARJORIE M. PANUNCILLO CHYNNA G. CAMOMOT

Researcher Researcher
 ARABELA GRACE M. BASERA
Researcher

Noted:

JERSIL C. SANDOT
Adviser
Approved:

HERMELYN J. CUESTA
Principal
 APPENDIX 3

REPUBLIC OF THE PHILIPPINES

LANAO SCHOOL OF SCIENCE AND TECHNOLOGY, INC.
MARANDING, LALA, LANAO DEL NORTE

COLLEGE OF EDUCATION

February 27, 2025

LEIZEL C. PONGASE
Grade 6 Adviser
St. Tomas Elementary School
Kapatagan Lanao Del Norte

Dear Maam,

The researchers are 3rd year Bachelor of Secondary students from Lanao School
of Science and Technology Inc. We are currently working/writing our thesis
entitled “GRADE 6 LEARNERS’ PERCEPTION ON READING TECHNIQUES
TOWARDS THEIR READING PERFORMANCE” In line with this, we would like
to ask permission to allow us to administer a survey inside your school. Your help
is vital to completing the requirements of our degree. We are highly assured that
all the information gathered for this research will be kept strictly confidential.

Thank you very much for your time, efforts and cooperation you may stand. God
Bless!

Respectfully yours:

ASLIA D. CADAL CHRISTIAN MARK M. BALO

Researcher Researcher

MARJORIE M. PANUNCILLO CHYNNA G. CAMOMOT

Researcher Researcher

ARABELA GRACE M. BASERA

Researcher
Noted:
JERSIL C. SANDOT
Adviser
Approved:
LEIZEL C. PONGASE
Adviser
 APPENDIX 4
“GRADE 6 LEARNERS’ PERCEPTION OF READING TECHNIQUES
TOWARDS THEIR READING PERFORMANCE”
Questionnaires
Part I. DIFFERENT READING TECHNIQUES

Name (Optional): _________________Reading Performance Grade: ___

Direction: Check the appropriate box for the reading techniques you had
encountered implemented by the teacher.

No. Reading Techniques Response Options

1 Reading Aloud ☐
2 Phonics ☐
3 Word Analysis ☐
4 Guided Reading ☐
5 Partner Reading ☐
6 Reading Clinics ☐
7 Individual Reading Instruction ☐
8 Literacy Centers ☐
9 Tutoring ☐
10 Others (please specify) ☐
_____________________
 Part II. PERCEPTION ON READING TECHNIQUES
(Manalu, 2019)

Direction: Please check the appropriate box of your answer based on your
views of reading techniques using five-point Likert scale.

Strongly Agree (SA) -5

Agree (A) -4
Neutral (N) – 3
Disagree (D) – 2
Strongly Disagree (SD) -1

Indicators SA A N D SD
5 4 3 2 1
Reading Techniques
1. Can quickly get an overview of
the content, usually to understand
the main ideas or determine the
relevance of the material.
2. Can find specific information or
details in a text without reading
everything.
3. Can engage deeply with the text,
improving comprehension and
retention
4. Can analyze the text in depth,
often used for complex or academic
materials.
5. Can structured approach to help
retain information more effectively.
6. Can increase my reading speed
without sacrificing comprehension.
7. Can get a sense of the text’s
structure and content before reading
it fully.
8. Can make my reading more
efficient by breaking the text into
smaller, more manageable sections.
9. Can visually organize information
and make connections between
ideas.
10. Can condense and clarify the
material to ensure understanding.
 APPENDIX 5
DOCUMENTATIONS