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2016•Journal of Arts and HumanitiesOpen access

Reading Comprehension Ability Vis-A-Vis Demographics, Reading Materials, And Time Spent In Reading

Erlinda D. Tibus, Roinasol L. Pobadora

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Abstract

This paper aimed to investigate the reading comprehension ability of Grade VI Pupils of Tomas Oppus Central School and find out the possible variables associated with this ability. The study used a descriptive-correlational design. Findings revealed that gender, time spent in reading, and availability of reading materials at home were significantly related to two higher levels of comprehension: interpretive and applied while the lowest level of comprehension was significantly related to age and family income.

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What this paper is about

This paper aimed to investigate the reading comprehension ability of Grade VI Pupils of Tomas Oppus Central School and find out the possible variables associated with this ability. The study used a descriptive-correlational design. Findings revealed that gender, time spent in reading, and availability of reading materials at home were significantly related to two higher levels of comprehension: interpretive and applied while the lowest level of comprehension was significantly related to age and family income.

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Available abstract

This paper aimed to investigate the reading comprehension ability of Grade VI Pupils of Tomas Oppus Central School and find out the possible variables associated with this ability. The study used a descriptive-correlational design. Findings revealed that gender, time spent in reading, and availability of reading materials at home were significantly related to two higher levels of comprehension: interpretive and applied while the lowest level of comprehension was significantly related to age and family income.

Key concepts: Reading (process), Reading comprehension, Demographics, Comprehension, Psychology, Developmental psychology, Mathematics education, Linguistics

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