Thesis1

READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF start 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 raising Major in slope by Mag wholeanes, Neressa B. Manago, Annie Vie A. Minor, Ma. Airene M. Sarinas, Mary Grace C. Villanueva, Elsa L. Villanueva, Lyn G. ACKNOWLEDGMENTS The exploreers would akin to take this luck to extend their heartfelt gratitude to those who contri to a greater extentovered in the success of the hold.To our p arnts and family, for loving and supporting us mby expression of mouth and financially. To Dr. Gaudencio L. Lat for being go steadyate and translateing in the ecesis of the shoot. To prof Honeylie Buitre and Professor Mary Grace Laugico, for giving insights and helping us in the statistical treatment. To Professor Edwin Paming for allowi ng us to conduct the test during his class. To Professor Michelle Morado, for her competent educational guidance and assistance from the very start until the closedown of the playing area. To Mr.Ronnie Batiao for his assistance, valuable advices, and generous support. To Ms. Annie Vie Manago, for letting us use her laptop computer for the typing and editing of the manuscript. To Ms. Elham Kashef Saberi and Ms. Azadeh Kashef Saberi for their help, cooperation and generous support for the completion of this study. To our t distributivelyers, for overlap their experience and intelligence with the questioners. To our classmates, for sharing ideas, concepts and even moments inside and let outside the classroom. The Researchers Vocabulary skills, in particular, atomic number 18 important.Why is it important? What ar the advantages one give the bounce acquire from gaining a wide range of diction? How do we learn from recital materials? Is nurture materials a strong factor in ones discipline ability? It is a fact that realizeing materials helps in get outing the lexicon skills of the savants. They become well in imprinted by sympathizeing un c ar evidenceing materials such as educational books, journals, publishers, dictionaries, and magazines. Most knowledge is transmitted to the printed rogue or electronically finished the World Wide Web.However, based on the results of the study, motion-picture show to practice materials does non necessarily mean that you be adept in terms of lexicon. in that location ar m whatever factors which necessitys to be considered such as the age, gender, favorite(a) hit the booksing material, yarn agencys and socio-economic status. The primary(prenominal) need of this study is to determine how variation materials help develop mental lexicon skills of firstly course of breeding precept of Pamantasan ng Cabuyao. How does their learning styles, age, socio-economic status affects the suppurat ion of their expression skills? Summary of FindingsThe following be the findings of the study 1. Majority of the respondents with the absolute frequence of 38 at 38% be large to 17 classs of age. Female respondents archives at a frequency of 80 comprising 80% of the total fall of the respondents. Most of the respondents belong to the middle class at a frequency of 55%. 2. The following are the results of a series of tests which reveals that majority memorialise books with weighted mean of 3. 81, which implies that the students often choke books rather than magazines, dictionaries, journals, and newspapers. . In a series of test conducted, it shows that book is the common recitation material sound out by the students which helps in ontogenesis lexicon skills. 4. The comparative analysis resulted in the signifi sack upt kindred in the midst of the word picture to the variant breeding materials and diction skills victimisation of the respondents. 5. The results of the series of the tests revealed that silent reading material is the preferred reading style of the students which helps them develop their diction skills, with a weighted mean of 2. 3 and is verbally interpreted as the highest rank among former(a) reading styles. Summary of Conclusions establish on the above stated results of the investigation, the following conclusion are emaciated 1. A typical respondent of the study is a female startle Year didactics student of Pamantasan ng Cabuyao belonging to the age of 17. Further more than, the results showed that more or less half of the respondents belong to the middle class as to their socio- economic status with a frequency of 55 (55%). . The First Year Education students of Pamantasan ng Cabuyao choose to read books frequently rather than magazines, dictionaries, journals, and newspaper which could help them in ontogenesis their expression skills. 3. The common reading materials has no bearing on create vocabulary skills of t he First Year Education students at Pamantasan ng Cabuyao. 4. Different reading materials has no bearing on developing vocabulary skills of the First Year Education at Pamantasan ng Cabuyao. 5.Silent, unwritten, and big reading are the top three that is near preferred reading styles of the First Year education Students at Pamantasan ng Cabuyao that helps develop their vocabulary skills. Recommendations Based on the result and conclusion of the investigation, the interrogationers hereby advise the following 1. The crop essentialiness impart interesting reading materials enamour to the age of the students. Therefore, the reading materials must be of general interest to all lectors both female and male. class period materials that contains interesting facts and trivias tend to tear readers from both gender. The results withal shows that most of the students from the College of Education belongs to the middle class, but it does non mean that those students from low, highe r and highest class should be satisfied with their vocabulary skills. They are recommended to read more, especially English in order for them to amend their vocabulary skills that entrust be undeniable in their future professions.It also recommended that the organisation should provide reading materials in every schools. 2. Theschoolmustprovide moreinterestingreading materials in the library and the get winders should get to their students to go in the library to read newspapers, journals, magazines, books, and dictionaries. They give be cued to read if the reading materials provided for them concerns the affective domain. 3. More reading and vocabulary exercises are recommended for progress enhancement of the students vocabulary skills.Even though the students preferred to read books as the most common reading materials which helps in developing vocabulary skills, the t each(prenominal)ers should promote and motivate the students to read early(a) reading materials. Teache rs 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 get along as a routine habit in order to develop their vocabulary skills.Also recommended that teachers should consider the different reading materials that will be utilise and its signifi usher outce, they should consider the psyche differences of the students in motivating them to read. 5. Thereadingstyles of thestudents shouldcontinuously indulge themselves in reading for themto improve their vocabulary skills. Although some of the respondents got average scores in the test, it is non a case for them to be satisfied.They are still recommended to read newspaper, magazines, journals, dictionaries, and books so they can enhance their vocabulary skills and become outletive teachers in the future. fudge OF limit PAGE TITLE PAGE i APPROVAL bed sheet. ii ACKNOWLEDGMENT iii ABSTRACT iv TABLE OF CONTENTS.. v LIST OF FIGURES.. vi LISTS OF TABLES.. vii Chapter I THE PROBLEM AND ITS BACKGROUND insertion 1 Background of the Study Statement of the Problem3 Hypotheses of the Study.. 4 Objectives Scope and Delimitations. . 5 Significance of the Study Theoretical Framework.. 6 Definition of Terms. 9 Chapter II REVIEW OF colligate LITERATURERelated topical anaesthetic literary works. 12 Related Foreign Literature Related topical anesthetic Studies. 17 Synthesis of Related Literature and Studies.. 19 Chapter III seek METHODOLOGY Research Design.. 21 Respondents of the Study Data reaching place Tools/Instrument.. 22 Data Gathering Procedure Statistical Treatments of DataChapter IV PRESENTATION, ANALYSIS, AND INTERPRETATION Profile of the Respondent 26 Statistical Treatment27 Reading Styles of the Respondents.. 28 Chapter V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION SUMMARY32 CONCLUSIONS. 33 RECOMMENDATION. 34 APPENDICES Bibliography Survey Questionnaire Curriculum Vitae LIST OF FIGURES FIGURE 1 CONCEPTUAL PARADIGM LIST OF TABLES 1. bow 1. . The constituent scattering of the respondents accord to age. Table 1. 2 The piece 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.Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Reading is the basic tool in learning other field of forces taught in school. It is also an instrument in see to iting the different subject areas like arithmetic, science, social studies, English and other subjects depending on the ability to read. whatsoever students are able to sound news shows although they do not know what the word means. In the real sense this is not reading, what the students do is nothing but word calling (Galves,2005).When we read, there must be experience, otherwise no learning takes place. Some of the students nowadays are fond of reading books. Some on a lower floorstand what the germ wants to convey while others cannot, others expert simply read it without analyzing the terminology employ, or simply for fun and entertainment hardly. On the other hand, some would consider it as a habit. Reading books affect the students or learners right smart of thinking, the way they act, the way they communicate and interact with other people.It proves that learning is limitless because some are not contented in one reference only. Reading is a bang-up hobby, yet it needs proper parental guidance to celebrate the child or youth in reading books or any reading material which is inappropriate for their age take . Students often get addicted in reading, especially pocketbooks, and tend to disregard their assignments and even their duties at home base. Reading is a good, messageful and relaxing way of spending your knightly judgment of conviction, instead of playing cards , window shopping, and hanging out with friends.By reading, you will learn more, it will broaden your mind and help you understand what is the realism of life. Sometimes, it changes peoples perception or views in life and someways develops and enhances good personality, because of the ideas and knowledge earned from what has been read. According to Cziko et al (2000) reading is sharing and getting entropy and idea from the text. Many people think of reading skills which is taught once and for all on few years of school.More often impute (orblame) for students reading ability goes to primary teachers. Upper elementary and blurbary school teachers at stigmatize aim only need to teach new concepts relevant to their students ability to overcompensate. See this way, reading turn re aders decode each word in a text and then automatically comprehend the consequence of the row as they do their everyday spoken language. Reading mends our mind active because it is significant to sustain the acquired knowledge in our daily lives.Our imagination expands and enhances our cognitive ability through what the readers pose read. Also, through reading , ability to analyze and evaluate the text to criticize or make some conclusion is also developed. In reading, you recognize the structure of grammar. A child exposed in reading earlier in his/her childhood stage provides exercise in his/ her mind. It also develops their cognitive ability and improves their intelligence.It is for this reason that the lookers will undertake this study and use the first year Education students as the respondents the purpose is to find out how students would cope with their education by means of determining the reading materials that could enhance the vocabulary of the students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to 1. 1 Age 1. 2 gender 1. 3 Socio-economic status 2. To determine the kind of reading materials being read and the frequency of reading. 3.To determine what reading materials commonly read by the students helps in developing their vocabulary skills. 4. To determine the significant relationship between exposure of different reading materials and developing the vocabulary skills of the students. 5. To as definite the reading styles of the students in developing vocabulary skills. Statement of the Problem This study will try out to find out on how reading materials help in developing the vocabulary skills of the students/learners particularly in selected First Year Education students (BSED and BEEd) at PnC.Specifically, the study will be answering the following questions 1. What is the demographic visibleness of the respondents in terms of 1. 1Age 1. 2 Gender and 1. 2Socio-economic Status? 2. Wha t kind of reading materials are being read and the frequency of reading? 3. What are the common reading materials read by the students that helps in developing their vocabulary skills 3. 1 Books 3. 2. Magazines 3. 3. Journals 3. 4. Newspapers and 3. 5. Dictionary? 4.Is there any significant relationship of exposure in different reading materials and developing vocabulary skills of the students? 5. What are the reading styles of the students which helps them to develop their vocabulary skills? Hypothesis of the Study To be able to answer the above questions, the study divided the following hypothesis. unimportant hypothesis- There is no significant relationship between exposure to different reading materials and the vocabulary skills of the students.Alternative hypothesis- There is a significant relationship between exposure to different reading materials and the vocabulary skills of the students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to 1. 1Age 1. 2Gender 1. 3Socioeconomic status 2. To determine the kind of reading materials being read and the frequency of reading. 3. To determine what reading materials commonly read by the students helps in developing their vocabulary skills. . To determine the significant relationship between exposure of different reading materials and developing the vocabulary skills of the students. 5. To as sure the reading styles of the students in developing vocabulary skills. SCOPE AND LIMITATION This study limits its finish offage on first year Education students at Pamantasan ng Cabuyao, Laguna. Its main purpose is to determine the effectiveness of reading materials in developing vocabulary skills of the respondents.In this study, the researchers limit the use of English reading materials on the following educational books, journals, magazines, newspapers, and dictionary. The researchers limits their reading styles in oral, silent, scanning, skimming, extensive, and intensi ve types of reading. DELIMITATION This study did not cover other courses, year levels, other reading materials other than educational books, journals, magazines, newspapers, and dictionary and reading styles other than oral, silent,, scanning, skimming, extensive, intensive reading styles of the respondents.SIGNIFICANCE OF THE STUDY This research study wants to gain education on the reading materials in developing vocabulary skills of selected First Year Education students at Pamantasan ng Cabuyao, Laguna, school year 2011-2012. This will serve as the springboard or basis to improve the vocabulary skills of the students. School Administrators. The result can be used as the basis for providing reading materials taking into consideration the needs of college students in developing their vocabulary skills.School Instructors and Professors. The findings of the study could help instructors and professors to identify the reading materials being used where they have to apply certain techn iques and strategies in relation of developing vocabulary skills. Students. The result of the study may provide the concerned pupils how to broaden the vocabulary skills. Theoretical framework Robert Gagnes Information touching Theory or Information- touch Approach(1950).The dickens theoretical ideas considered fundamental to cognitivepsychology and cultivation processing framework were chunking and thetest-operate- test-exit (TOTE). Chunk is any meaningful building block of training and is good orappropriate for the readiness of the short-run warehousing, like for example familiarizing anydigit, word, chess positions, or students faces. It implies that short-term retentiveness couldonly hold 5-9 chunks of information either seven plus or minus two. TOTE can possiblyreplace the stimulus repartee as fundamental unit of behavior.Here, there is aconduction of testing cycle which is iterate for some(prenominal) times to determine the successof its operation until the goal i s achieved which can be a good foundation for problem-solving tasks. Origin of information processing theory began in cybernetics, game theory,communication theory and information theory which gained its popularity when thesethings reach their full development. This theory likened the mind to a processing systemwhere knowledge is correspond in the form of symbols.It is important to study information-processing antenna in order to understand how information is encoded, processed, stored, and retrieved. In arresting registers, information from external environment is represented in its original sensory(a)(prenominal) form where there is a separate register for each sensory modality like visual, auditory, tactile, kinesthetic, or olfactory that can hold turgid amount of information, yet only for a matter of milli aids. Information can be lost at the end of that time unless it can be described during thepattern recognition process.Short-term Memory System(STM) functions in two impo rtant ways 1) it organizes information by integrating new information with the existing information and 2) it temporarily stores information for the learners use (Kameenui, Carnine, Dixon, Simmons, & Coyne, 2002). Also know as theworking reposition, the short-term memory system has a littler capacity, but its representations are more durable. In STM, we lend oneself different strategies and techniques to recover or solve problems.Limited pieces of information only can be stored, and for a short period of time. On the other hand, if we do some cognitive operations on the information, we can store them in thelong-term memory(LTM). Data that is stored at the LTM is expected to be stored indefinitely, and is labeled as verbal or visual information for future use it includes the occasional and semantic knowledge. There are several ways to develop/ spike the short-term memory system these are repetition, chunking, identification of logical patterns Brownell (2002).The semipermanent Memo ry System(LTM) is a warehouse of knowledge. It is also know as data bank that stores information likened to a floppy disk, hard setting USB that stores huge amount of information. When we perceive something with our sensory modalities, we are able to form and arrange information into meaningful order as we progressively make connections in our brain. The group of neurons help us integrate knowledge, arrange it, and utilize it in a meaningful stage setting so we can understand the everyday occurrences.For sensory input to be effective, all our senses should be full operational. A student who cannot see or hear let out is not in better condition to attend to and process the environmental stimuli. Brownell (2002) also identified certain LTM techniques they are association, categorization, mediation, imagery, and mnemonics. Aquino (2009). According to Lockhart (2000) that in recall, you prove a fact, a word, or other spot from memory. Fill- in -the- boob tests require that you rec all items from memory.In recognition, you select or otherwise identify an item as being one that you learned previously. Working memory holds only the most recently activated portion of long-term memory, and it moves these activated elements into and out of brief, temporary memory storage ( Dosher). Conceptual Framework Input Process Output Definition of Terms The following run-in are used operationally in this study Communication.This refers in giving or receiving of information, this can be done by gestures, writings and by talking. Comprehension. This refers to the readers understanding to what the author has written. according to the expert, it requires the fusion in meanings of separate rowing into chain of link up ideas. Decode Figure out how to pronounce. Education This refers to the acquisition of knowledge, skills, abilities and attitude, through instruction and training. Effectiveness. This word refers to an expected response. It is synonymous to the word success.Extens ive reading. Comprehensivereading of long texts or books for the expres purpose of discerning global meaning images is the art of extensive reading. It is reading imaginatively, creatively, and critically. Intensive reading. This reading dodge which is characterized by pass on worry and deep concentration. It is reading for details. Learning. This refers to the psychological activity in development such as acquisition of symbol knowledge or motor skills, and as intellectual and creative process.Long term memory. Warehouse of knowledge and also cognize as data bank that stores information likened to floppy disk, hard disk, or USB that stores huge amount of information. Reading. Refers to the recognition of printed or written symbol, which serve as stimuli for the recall. Reading Interest. This refers to the pleasure or enjoyment of someone when interprets or understand a reading materials. Sensory Register. Information from external environment is represented in its original senso ry form.Scanning. The research for a specific information or for an appropriate answer to a particular question is referred to as scanning. Skimming. As a strategy, skimming refers to the method of glancing rapidly throughthe reading selection or text for the purpose of extracting the thought , the gist or main occlusives. Short term memory. Temporarily stores information for the learners use, also known as theworking memory. It has a smaller capacity but its representations are more durable. Chapter 2RELATED LITERATURE AND STUDIES The literature that follow are taken from different authors that enlighten the researchers on angle and aspects of the current study. RELATED LITERATURE Local Literature Reading is a dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the readers ability to activate prior knowledge use reading strategies and vary to the reading situation. (Ma. Cecilia Crudo 2005) Foreign LiteratureThe imp ortance of vocabulary to life success makes it of practicable importance for Investigation (Hoff 2007). Executive functioning refers to a variety of colligate cognitive skills that involve the ability to maintain task-relevant information in short-term memory, as well as the ability to manipulate this information through the engagement of accented assistance (National Institute of Child Health and charitable Development Early Child Care Research Network NICHD ECCRN, 2005 Wolfe Bell, 2007).Among these skills are working memory and cognitive inhibitory control, both of which are associated with window dressing lobe function. Children who are able to engage in goal-directed behavior by reducing their attention to distracting stimuli, either internal or external, demonstrate such skills. When in a learning situation with other children or adults, incr palliate levels of shyness may be associated with a decreased ability to focus attention on the task at hand.Exploration of, and e ngagement with, the environment fosters the development of vocabulary (Hart, 2004 Horn & Blankson, 2005). Family environments provide opportunities for the development of vocabulary. Individuals who are reared in home environments that encourage exploration have umpteen opportunities for the development of vocabulary.Indeed, research has repeatedly supported the proposition that opportunities for productive activitythe extent to which toys and learning materials are available in the home environment, along with the extent to which parents directly teach their child concepts and take their child to places and events that provide enrichmentare confident(p)ly connect to vocabulary (Bradley & Corwyn, 2005 Bradley,Corwyn, Burchinal, McAdoo, & Garcia Coll, 2001).Research also indicates that engagement in productive activities is related to attention focusing and memory, both of which are elements of executive functioning (NICHD ECCRN, 2005). Swerling (2005) opines that reading of text- such as books, magazines and newspapers, plays a key role in developments of reading fluency (speed and ease of reading), vocabulary, background and even spelling.Memory is the means by which we retain and draw on our past experiences to use that information about past experience( Tulving 2000 and Craik,2000). As process, memory refers to the dynamic mechanisms associated with storing, retaining, and retrieving information about past experience (Hernandez Blase, 2003). Specifically, cognitive psychologist have identified three common operations of memory encoding, storage, and retrieval(Baddeley,2000).According to Lockhart,(2000) that in recall, you fuck off a fact, a word, or other item from memory. Fill- in -the- dummy tests require that you recall items from memory. in recognition. RELATED STUDIES Foreign Studies According to Ehri and Rosenthal (2011),an investigate with different assignments was conducted to examine the effectiveness of a technique to acquire foreign English vocabulary words during text reading.Lower socio-economic status, language minority twenty percent graders (M = 10 years, 7 months n = 62) silently read eight passages each pore on an uncommon multi-syllabic word that was underlined, embedded in a meaningful context, defined, depicted, and repeated three times. Students were grouped by word reading ability, matched into pairs, and randomly assigned to one of two conditions. In the strategy condition, students orally pronounced the underlined words during silent reading.In the control condition, students penciled a take care if they had seen the underlined words before but did not say the words aloud. Results of ANNOVAs showed that the oral strategy enhanced vocabulary learning (ps . 01), with measlyer readers showing bigger effect sizes than better readers in remembering pronunciation-meaning associations and spellings of the words. In a second experiment, 32 fifth graders from the corresponding school described the strategie s they use when encountering uncommon words in context.Better readers reported more word-level strategies whereas poorer readers reported more text-based strategies. Our explanation is that use of the word-level strategy of decoding new words aloud strengthened connections between spellings, pronunciations, and meanings in memory compared to silent reading of new words, particularly among poor readers who were less skilled and less believably to use this strategy unless instructed to do so.According to Derakhshan and Shahrzad (2011), a solid body of research findings substantiates that most vocabulary, in first, second or foreign language, is learned incidentally which is defined as learning vocabulary as a by-product of any activity not precisely geared to vocabulary learning.Therefore, the present study mainly focused on the effect of teaching and intervention in deriving word meaning on incidental vocabulary learning in EFL context secondly, it aimed to find out whether the con textualized words that appear with more clues learned better and consequently kept longer finally, it sought to explore whether instruction could lead to increase in incidental vocabulary learning in the text. To these ends, 50 freshmen Iranian college students from Teacher Training University of Azerbaijan participated in this study.These students enrolled for the reading class in two separate semesters. The results of the TOEFL and Vocabulary Level Test (VLT) revealed that the participants enjoyed approximately the same level of proficiency. There were two post-tests which were taken at certain time intervals. The results of this study showed that the instruction in deriving word meaning had positive effect on students incidental vocabulary learning. Also it was concluded that students should meet the words in contextualized forms more frequently in order to extend and retain them in the long run.Beck, McKeown and Kucan, (2002), there is tremendous need for more vocabulary instru ction at all grade levels by all teachers. The number of words that students need to learn is exceedingly large on average students should add 2,000 to 3,000 new words a year to their reading vocabularies. Students who enter school with limited vocabulary knowledge. At first-grade, high performing students, but that differential gets magnified each year, resulting in igh-performing 12th grade students designed about four times as many words as the low-performing 12th graders(Hart and Risley, 2001). According to Hirch(2003), word knowledge is crucial to reading experience and determines how well students will be able to comprehend the texts they read in middle and high school. Comprehension is far more than recognizing words and remembering theirmeanings. However, if a students does not know the meanings of a sufficient proportion of the words in the text, comprehension is impossible.Vocabulary experts agree that adequate reading comprehension depends on a person already knowing between 90 and 95 percent of the words in a text. Knowing at least 90 percent of the words modify the reader to get the main idea from the reading and guess what many of the unfamiliar words mean, which will help them learn new words. Readers do not recognize at least 90 percent of the words will not only have obstacle comprehending the text, but they will miss out on the opportunity to learn new words.Piksuki and spinach beet (2003), young children naturally learn to communicate through listening and speaking. In order to make the transition to communicating through reading and writing, they need a large meaning vocabulary and effective decoding skills. There is an abundance of research evidence to show that an effective decoding strategy allow student not only to identify printed words accurately but to do so rapidly and automatically. Juel at al. 2003) showed that while teachers in kindergarten spent considerable time reading and discussing books to children with below average vocabularies, these activities had beachal impact on the progress of the children. Only when teachers spent focused on time on the vocabulary did significant growth occur . We apply the term instructional read aloud to read aloud events where, to pick up an interest in books in reading, there also a deliberate teaching of skills that will promote independence in reading, such as an increased vocabulary.Local studies According toGarcia (2006)if children will not read, they are less likely to develop automatically, vocabulary and concepts about the world as well as intrinsic motivation to read. In a book by Villamin et al, (2001) different levels of thinking was classified with interaction between the reader and the text may occur, which are literal, inferential, critical, and creative. However, it is in the creative level of comprehension that the reading, in its fullest sense, is say to truly occur.Dr. Thomas C. Barrett developed a taxonomy now popular known as The Barrett Taxo nomy of Reading Comprehension to meet the needs of teachers and instructional materials developers who treasured a systematic, structural approach to teaching reading skills. (Alcantara et al, 2003) Literal comprehension is the understanding of surface meanings or idea that are explicitly printed in reading materials. It is merely determining what the writer or idea that are explicitly printed in reading material.It is merely determining what the is conveying. Comprehending at the inferential level involves determining relationships and drawing from these the writers intended meanings which are implied in the reading material. Reading at the critical level requires the reader to judge the worth of ideas presented and the effectiveness of presentation. Reading at the creative level involves the integration of bright ideas read with prior knowledge and experience so that the new ideas and deeper insights are formed.This levels of comprehension follow an ascending sequence of difficul ty and complexity of thinking with literal comprehension as the lowest level while creative comprehension at the highest. Thus, comprehension is not just understanding, but feeling the emotional experience embedded, reasoning, judging, and creating. This thinking processes may not necessarily follow a hierarchal sequence for the reason that comprehension may occur any level of thinking. All reading require a considerable amount of understanding the literal sense of what is read. And richly gain from the reading experience and enjoy it as well, the reader must go beyond the literal level of comprehension and reach the high school of the creative level. In some classroom,teachers are trying out several techniques to see which would facilitate comprehension language experience, dimensional approach, program instruction, symptomatic prescriptive method, semantic webbing/mapping, story grammar etc. The last approach seems to offer possibilities of integrating some basic communicati on skills that enhance comprehension.A blow-by-blow scrutiny however, reveals that the grammar is not an entirely new technique. (Alcantara et al, 2003) Assessment of Related Literature and Studies The related literature summed up has significant relationship with the presentstudy for the reason of presenting the definition of the word reading and its significancein vocabulary development, the importance of interests in reading and it also enumerateddifferent reading materials which is subject of this present day.The study conducted byforeign and local researchers has bearing because of the other similarities of othervariables with the present study. The researchers of the present study cleared that thereis no duplication, the similarities are necessary to find out if the findings are true and legal in other places. Synthesis In reading, one must be possessed ofawiderangeofvocabulary. A readers vocabulary is valuable in reading comprehension. A reader with a good amount of words i n his vocabulary is able to grasp the meaning of the words.One disadvantage of a poor vocabulary is the reader will gather in more time in searching for the meaning of a certain word. Chapter 3 RESEARCH METHODOLOGY The objective of the research would not be realized without a plan or strategy. This chapter presents the method, instrument use, source of data, administration, administration, and appealingness of questionnaires, presentations of the respondents of the study, and the statistical treatment of the data. Research DesignThe researchers used the descriptive method of research to elicit answer to the statement of the problem in the study. Descriptive research is defined by Arevalo (2005), as a fact finding research with sufficient interpretation. The researchers used this research design because the main purpose of descriptive method is to measure the variable or factors in a certain study. Thus, this survey can measure the vocabulary skills of Education students at Pamant asan ng Cabuyao. Respondents oftheStudyThe subjectof thisstudy consisted of selected First Year Education students at Pamantasan ng Cabuyao. Their total population is equal to 130. The proponents is able to select 98 of its members 75%of their total number. In simple random sampling technique was utilized in choosing the sample members. In determining sample size, the Slovins verbalism was used. The computation of the sample size was given below. N= === 98 Where n = sample size N = population size and e = margin of error (either 0. 01 or 0. 05) Development of Research InstrumentsIn preparation of the questionnaire the major research instrument used by the researchers is the consultation of several knowledgeable persons and company of information through educational books. The researchers also make it a point that the items are sufficient enough to answer all the specific questions under the statement of the problem. After the final draft of the questionnaire, the researchers subm itted it to the thesis adviser for necessary corrections, after which it was finalized. Data Gathering ProcedureThe researchers conducted this study and gathered data by distributing questionnaires to be answered by selected respondents. Before working on this research, the researchers asked the permission of the dean of College of Education at Pamantasan ng Cabuyao to conduct the study through the distribution of questionnaire to the respondents. After the researchers has secured the letter of permission from the Dean, the researchers personally administered the distribution of questionnaire to the respondents in their individual classroom.After the respondents had answered the questionnaire, the researchers checked the answer sheets. The raw scores were collected and tallied in tables. The results were canvass and interpreted in the light of the goals of the study. Validation of Research Instrument For validation purposes, the researchers read several theses and consulted Engli sh teachers for the questionnaire. It was validated through the students of the same level from other school before it was administered to the respondents. Statistical Treatment of DataAfter the data gathering, the data were tallied, analyzed, and interpreted using statistical tools. To determine if there is a relationship between exposure to reading materialsand vocabulary skills of Selected First Year Education students at Pamantasan ng Cabuyao ,the correlation was established using Pearson Coefficient of Correlation. (http//davidmlane. com/hyperstat/A51911. html) The polity is Where N number of respondents X first variable Ysecond variable r -relationship The following are the statistical treatment use in the study.The frequency and percent distributions were used in presenting the reading materials in developing the vocabulary skills of first year education students of Pamantasan ng Cabuyao. The percentage formula is %= x 100% Total frequency 1. Percentage 2. weight mean 3. P earson Value interpreting for Computed Mean Weighted Mean Interpretation Symbol 0. 505-1. d Never N 1. 505-2. 00 Seldom Se 2. 505-3. 500 Sometimes So 3. 505-4. 500 Often O 4. 505-5. 500 eternally A 4. Test of Hypothesis Tc l = r closing rule At 5% level of significance, If tc