Grammatical Ability and Literary Reading Comprehension: a Correlational Perspective

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PAREF Southridge
Afternoon School

GRAMMATICAL ABILITY AND

LITERARY READING COMPREHENSION: A CORRELATIONAL

PERSPECTIVE

In Partial Fulfillment of the
Requirements for Fourth Year

By
John Brylle L. Bae

March 06, 2012

The Afternoon School of PAREF Southridge School accepts this Research Paper:

GRAMMATICAL ABILITY AND LITERARY READING COMPREHENSION: A CORRELATIONAL PERSPECTIVE

from John Brylle L. Bae, after complying with the Oral Defense on March 06, 2012.

Members of the Panel:
__________________ _________________ ________________ Mr. Michael S. Matias Mr. Noel T. Fortun Mr. Jigs T. Tadeo

Thesis Adviser

__________________
Mr. Rex Q. Alcaraz
i
TABLE OF CONTENTS ABSTRACT …………………………………………………………………………………………….ii CHAPTER 1 (INTRODUCTION)……………………………………………………………1
STATEMENT OF THE PROBLEM…………………………………………………...1
OBJECTIVES…………………………………………………………………………..2
SIGNIFICANCE OF THE STUDY…………………………………………………….2
SCOPES AND LIMITATIONS………………………………………………………...3 CHAPTER 2 (REVIEW OF RELATED LITERATURE)………………………………….5 CHAPTER 3 (METHODOLOGY)…………………………………………………………...7
RESEARCH DESIGN………………………………………………………………….7
INSTRUMENT USED AND ITS VALIDITY…………………………………………7
RESEARCH SUBJECT………………………………………………………………...8
ADMINISTRATION OF THE INSTUMENT…………………………………………8
STATISTICAL TREATMENT………………………………………………………...9 CHAPTER 4 (DATA RESULTS AND ANALYSIS)………………………………………..10
RESULTS………………………………………………………………………………10
ANALYSIS……………………………………………………………………………..14 CONCLUSIONS AND RECOMMENDATIONS…………………………………………...16 REFERENCES………………………………………………………………………………...18 APPENDIX…………………………………………………………………………………….19

ABSTRACT
ii
This paper verifies the existence of the relationship between grammatical ability and literary reading comprehension. The study rose due to the necessity caused by the conflicting findings by the previous scholars studying in the said topic and due to the current events happening in the Afternoon School like the sudden change of the Filipino coverage for the First Year level. After testing the 49 First Year respondents for grammar and literary reading comprehension and looking for their scores’ correlation, it was found out that there is indeed a relationship between the two but its degree is only low and, hence, insufficient to explain Afternoon School’s decision. At the research’s end, the researcher recommends a continuation of study about the said topic but, this time, concerning the significance of the correlation between the two, which would necessitate utilization of advanced statistics.

1
CHAPTER I
INTRODUCTION
STATEMENT OF THE PROBLEM
One of the most debated issues in the field of Structural Linguistics is the relationship between grammatical ability and literary reading comprehension (O’Donnel, 1962). The traditional notion of language teachers is that grammar is necessary in comprehending literary text but researches in the early 1900s consistently showed on the contrary. As a result, this idea was abandoned by teachers and focused more on other aspects or “stages” of literary reading like interpretative stage, critical thinking stage and creative stage. However, recent studies in Structural Linguistics are showing that the traditional perspective is valid and, hence, must also be considered seriously by Literature instructors. Therefore, there is a conflict between the premises and results. On one side is the traditional view that grammar and literary reading comprehension are related while on the other side is the perspective that there is really no relationship or, if there’s any, the relationship is not that significant. This conflict is what this research will try to resolve. OBJECTIVES

This paper aims to verify if there is a relationship between grammatical ability (kasanayang pambalarila) and literary reading comprehension (kasanayan sa pag-unawa sa binasang akdang...
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