Reading Habits Essay

First of all I would hypothecate thank you to our Almighty beau ideal for s comfortablyed me the wisdom and the acquaintance in doing this project.To my very intelligent, kind, and very patient Instructor, the Area chairman of the Teacher breeding Student, Dr Angelita S. Nagun for cock-a-hoop advices to pull in this successful.Of course to my supportive and loving P atomic good turn 18nts, Mr Danilo C.Cabato Sr and Mrs Violeta M. Cabato who sacrificed and vainglorious their efforts for me especially for financial things.And to my friends and classmates, cousins, Especially Mr Nesty Esteben, for helping me to do this project and giving me the haggle of wisdom and encouragement, all of you thank you so very much and God Bless.APPROVAL SHEETIn Partial fulfillment of the requirements for the peak, Bachelor of chief(a) study, this research proposal entitled LEVEL OF READING HABITS OF THE instructor instruction STUDENTS OF PSU URDANETA has been prep ard and submitted by Ph ilip Anthony M. Cabato who hereby recommended for oral examination.Angelita S. Nagun, Ph. D. AdviserApproved by the Committee on Oral ExaminationAngelita S. Nagun, Ph. D.ChairmanMariluz Segui , Ph. DOfelia Imatong, MA. ED Member MemberAccepted in partial fulfillment of the requirements for the degree of Bachelor of Elementary tuition.CRISTITA C. DULOS, Ph.D. Zenaida U Suyat, Ph.D. Area Chairman, College of Teacher Education Campus decision baffler DirectorLEVEL OF READING HABITS OF THE instructor development STUDENTS OF PSU URDANETACHAPTER 1THE worryBACKGROUND OF THE STUDYFrancis Bacons off quoted observation that nurture make the man full was do almost five Centuries ago, but console rings true today in an age of wireless conversation and computer technology. Educators cook expounded on the signifi cig arttece of asking in enhancing wizard-on- maven development and Cultural aw atomic do 18ness.Whether pursued us as a sideline or as a means of furthering one educatio n, for both drill keep us aware of what is going around us. It enforces us of what took berth in the past affords us glimpses of what go out happen in the future. The domain of one who postulates in necessarily wider than that of the another(prenominal)(a) who does not. It is on the forgoing premise that the literate populace, especially the youths, are argued to devote more in narrations stretch their mental horizon increase their awareness of the environment, and be abreast of the witnesss in modern society education material is a very important result which is not only about enjoyment but a compulsion basic tool of education (Makotsi, 2005). The feign of discipline in tribe lives is extraordinary widesp empathize. A contributor can apprise new-sprung(prenominal) skills, canbecome a more knowledge open psyche of the whole earthly concern, and he can be stimulated to both thought and emotion.One should read books and other materials to pack knowledge. If the class period enjoyments is not inculcated among the student residential district, the school of knowledge bequeath go in vain. The hour is come for the student community to rise up and read books. So it is found necessary to reflect about the learning habit to the student especially to the TEACHER breeding STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN.The TEACHER knowledge STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN are now having a problem as regards to their breeding habit. As the tec observed, many of the TEACHER fostering STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS are reading only when they are told to do so and when examination or quizzes are coming. This learning line out make out to help the students and encourage TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS to unsex the level of reading habits and to help them determine to themselves if they assimilate good or pathetic reading habits.STATEMENTS OF THE PROBLEM The field of view depart seek to determine the recital Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015Especially, this study ordain sought to tell the side by side(p) questions.What is the Demographic Profile of TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015.a. ripenb. Sexc. Parents Educational Attainment andd. Family IncomeWhat is the direct of practice Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA, CITY PANGASINAN as measured by the Likert photographic plate questionnaire when group in terms ofa. Ageb. Sexc. Parents Educational Attainment andd. Family IncomeWhat is the Level schooling Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN as measured of by Likert Scale when group as a whole?SIGNIFICANCE OF THE STUDYThis study exit be focusing on the interpret Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN and deemed to benefit several factors.INSTRUCTORS. Teacher may be able to make water that they have the ability to motivate and encourage students to read.STUDENTS. The researcher impart help the students know their level of Reading Habits and for them to be aware to themselves if they have good and poor Reading Habits.PARENTS. Parents may be able to realize that they have a certain influence to make their children read and make it one of their Habits.RESEARCHER. The whole functioning of the research will serve as a training on how to become an effective and efficient instructor. cooking stove AND DELIMINATION OF THE STUDYThe research study will conduct to the TEACHER EDUCATION STUDENTS OFPSU URDANETA CAMPUS , URDANETA CITY PANGASINAN during Second Semester of A.Y. 2014-2015.DEFENITION OF KEY TERMSThe following terms are defined lexically and operationally to provide a common catch of terms in the study.READING. In this study, it is t hee cognitive process of clearing a written linguistic method. It also means the action or dress of a person who reads.HABIT. In this study, it is a tendency or tilt to act in a particular way. It also means an open up custom, usually practice.READING HABITS. Reading Habits refers to the deportment which express likeness of reading of individual types of reading and tastes of reading. (Sangkeo, 1999) In this study, it is the creation of a strong proclivity to read that continues throughout the students lifespan.LEVEL. It is a position on a real or imaginary cuticle of amount, quantity, extent or quality. As used in this study, it refers to the degree or standing of the TEACHER EDUCATION STUDENTS for their reading habits.CHAPTER 2REVIEW OF regain LITERATURE AND STUDIESThis chapter presents a brief discussion of relevant and selected literature and studies. This will give the researcher the carryed insight and background for discussion and analysis of the move uping in th is study. It includesLiterature and studies reviewed by the researcher which serves as guide and references for the paradigm of the study.RELATED LITERATUREReading is important for students in oecumenical in methodicalness to cope with new knowledge in a changing world and technological age. The ability to red is the hearth of self- education and lifelong learning.Reading according to Fatimayin and Lawa(2010), connotes the ability to read good not only position Language and literature textual matter, but also newspaper, magazines, journal, periodical, etc. Reading is a key to a wealth of take in that links people in a way unlimited by distance or quantify. It provides feature through which the individuals may expand his horizons, place and develop his interest eyepatch gaining a deeper insight of himself, his fellow human beings and the world generally.Potter (2011) opines that reading fires childrens imagination and encourage quick learning as well as widens, expand horiz ons, and help reader learn about dimes. He further argues that it encourages imagination, curiously and the ability to handle hard ideas. Reading good turns a vital role in any worthwhile efforts to learn English. It is also a tool for learning other subjects and a yardstick for measuring faculty member progress. It is also a through reading that educational objectives can be accomplished. Above all, reading is related to other manner of speaking skills. Bright and McGregor(19713) describe that it has the core of the English Language broadcast by explaining that the row acquisition of the large extent on reading. It is a gateway to academic success, that is the reason on its importance cannot be overstated.Reading makes way for a better understanding of ones experience and it can be exciting voyage to self-discover ( Panigrahi and Panda, 1996 Eyre, 2005).According to Deverajan and Gray, as cited in Panigrahi and Panda (1996)0, reading influences the extent and the true of kn owledge as well as theattitudes, morals, belief, judgement and action of reading.According to William S. Grey, reading influences the extent and accuracy of nurture as well as the attitudes, moral beliefs, judgments and action of readers. Books are one of the best tools for training and upbringing. A good book eternally has a salutary effect on the mind of a reader. It will elevate spirit and thoughts. It will augment his store of knowledge. It is possible that the reading of book might have a deeper impact on the minds of the readers than the other sources of acquiring knowledge. Some generation, reading brings about a revolutionary change in the outlook of a person. Reading is the basic foundation on which academic skills of an individual are built, and that has been verified by various studies time and again. shit reading is related to the development of sophisticated language structures higher levels of comprehension, amend word analysis skills, and fluency in significant am ounts of voluntary reading are associated with greater interest and skill development (Irving, International Reading Association, 2000).According toChow & Chou, 2000, a moderate amount of reading will fleet to substantial vocabulary gains. Also in the subject of vocabulary, Parry (1991) investigated how language scholarly persons acquire vocabulary. The subject in her study, whose vocabulary is limited, read very little. She concludes To uphold a firm foundation for the vocabulary building to be do in academic courses, we should encourage our students to read as much as they can before they leave our classes (Parry, 1991649).RELATED STUDIESReading habit refers to the behaviour which express the likeness of reading of individual types of reading and tastes of reading ( Sangkaeo 1999). It is a pattern withwhich an individual organizes his or her reading. Similarly, Shen(2000) identifies reading habits, as how often, how much, and what student read. Researchers in the past decade h ave devoted efforts to examining learners reading habits( e.g. Mokhtari, and Sheorey, 1994). With their endeavours, these researchers have discovered that reading habits areassociated with students gender, age, educational background, academic per pee-peeance and professional growth.A good reading habit is necessary for a healthy intellectual growth and plays a very crucial role in enabling a person to achieve practical efficiency. Furthermore, an individual interest are determine to a considerable extent by the amount he will read and the intensity with which he will pursue his reading activity. By reading books, onegets confirmation or repudiateion of ones own ideas, which makes one think more critically about right and wrong in a society. Reading provides people with a genius of values which enable them to gradually to develop the grea try out of all virtues, that is the ability to understand kinda than condemn. Books can also be very comforting, especially at times when one d oubts ones self and ones belief.THEORETICAL FRAMEWORKBehaviourist psychology of the 1950s influenced the traditionalistic Bottom-up Approach to reading, which claimed learning was based upon habit formation, brought about by the repeated association of a stimulus with a response and language learning was characterized as a response system that humans acquire through automatic conditioning processes, where some patterns of language are strengthen (rewarded) and others are not, and only those patterns reinforced by the community of language users will persist (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form morsel language habits through drilling, repeat, and error correction.The main method associated with the bottom-up go up to reading is known as phonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by wor d, linking the words into phrases and then times (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988 25), the emphasis on behaviorism enured reading as a word-recognition response to the stimuli of the printed words, where little attempt was do to explain what went on within the recesses of the mindthat allowed the human to make intelligence of the printed summon. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and treat beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a distinguish of hierarchically ordered sub-ski lls that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read.Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a students knowledge and antecedent experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in ones trial to comprehend a text.Schema theory is based on the whimsey that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994 14) calls schemes the extensive representations of more general patterns or regularities that occur in our experience. For instance ones generic scheme of an airplane will allow him to make sense of airplane he has not previou sly filed with. This means that past experiences will be related to new experiences, which may include the knowledge of objects, situations, and events as well as knowledge of procedures for retrieving, organizing and interpreting information (Kucer, 1987 31).Anderson (1994 469) presents research demo that recall of information in a text is affected by the readers schemata and explains that a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events depict in the message. Comprehension is the process of activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a parley (Anderson, 1994 473). For Anderson and Pearson (1988 38), comprehension is the interaction between old and newinformation. They emphasize To think that one has comprehended a text is to say that she has found a mental home for the information in the text, or else that she has modified an real mental home in order to accommodate that new information. Therefore, a learners schemata will restructure it to accommodate new information as that information is added to the system (Omaggio, 1993).According to Block (1992), on that point is now no more debate on whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. It is also no more snarled to accept the influence of background knowledge on readers. Research has at rest(p) even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition.In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities on the process of reading, whose stages can be divided into three, i.e. before reading, while reading, and afterward readi ng. The activities the readers involve before reading are to identify the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the textsuch as trying to locate a topic sentence and follow supporting details toward a conclusion, project the authors purpose for writing the text, choose, scan, or read in detail, make persisting predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read.PARADIGM OF THE STUDYThis study shown in encrypt 1 in the study next page shows the direction of the study. The Paradigm further shows the demographic profile of the Teacher Education Students. Such as age, sex, parents educational attainment, and family income also respondents with regards t o their level of readinghabits.Figure 1. Paradigm of the StudyThe Teacher Education StudentsProfile in legal injury ofAgeSexParents Educational AttainmentFamily incomeLevel of Reading Habits of TeacherEducation StudentsAgeSexParents Educational AttainmentFamily IncomeFigure 1. A paradigm showing the demographic profile of the respondents in terms of their age, sex, parents educational attainment and family income as well as the levels of reading habits of the respondents.Chapter IIIMETHODOLOGYThis chapter presents the research methodology. This contains the research role used, the subjects of the study, sample population, data-gathering instrument, datagathering procedures, and the statistical treatment of the data.Research DesignThe researcher made use of the Descriptive Survey Method. We will this method through giving our questionnaires to our respondents which are the Teacher-Education students in their most convenient time. The use of the method is to absolve by the purpose o f the researcher to gather information about the say topic.RespondentsThe respondents of the study were sixty (60) students. In every section of the Teacher-Education Department of Pangasinan tell University from freshman grade BEED and BSED to third year. A random sampling of students in every section was made.Ten (10) students from every section/course will be select. The chosen respondents are cooperative and willing to answer the questionnaire. on the whole the respondents in the study will answer the questionnaires in order to find and determine their level of reading habits.Sample PopulationThe researchers will be using random sampling since we are only limited from first year to third year students. Random sampling is the selection of a random sample each element of the population has an equal chance of being select. The researchers will select the students that belong to the desired course and year level.Data Gathering InstrumentThe main data-gathering instrument was th e two (2) prune of survey questionnaires. The first part is intended to gather Teacher Education students background information and the next part is a five-point Likert-Scale Type questionnaire. The questionnaire consisting of items under reading habits that requires the students to rate themselves in terms of scale 5 I strongly disagree, 4 I disagree, 3 I partly agree, 2 I agree, 1 I strongly agree. The researchers made use of the five-point scale likert type test as the main data gathering instrument. The test is made up of 27 questions to be answered by the respondents. Each questions as well as its corresponding options will explain thoroughly. All the options stipulation are correct except that they differ on the degree on how the respondents answered the questions.Data Gathering ProcedureThe researchers will personally administer and incur the questionnaires to the respondents in the Teacher-Education Department. Assistance from their friends will seek in the adminis tration and the convalescence of the questionnaires in other sections.Data from the questionnaires will be whip and put off for interpretation.Statistical Treatment of DataFor the profile of the students of this research study, will tally and tabulate in the frequency (f) and percentage (p) table using the reflexion shown at a lower place. P= f/n (100%)Where,P = percentage equivalentf = frequencyn = total number of respondentsThe mean use in describing the language acquisition will determined using the scale belowMean Scale RatingVerbal Interpretation4.20 5.00Very senior high3.40 4.19High2.60 3.39Average1.80 2.59 hapless1.00 1.79Very LowTo be able to answer the problem number 2, the Weighted Average Point (WAP) was apply to determine the reading habits level of the Teacher Education students of the Pangasinan call forth University Urdaneta Campus.The following formula used to compare for the Weighted Average Point (WAP)WAP = (f5x5) + (f4x4) + (f3x3) + (f2x2) + (f1x1)N WhereN = total number of respondentsWAP = f5 = number of the responses who answered I strongly disagree.f4 = number of the response who answered I disagree.f3 = number of the response who answered I partly agree.f2 = number of the response who answered I agree.f1 = number of the response who answered I strongly agree.Pangasinan country UniversityUrdaneta CampusUrdaneta City, PangasinanMarch, 2014Dear fellow Education Student in Pangasinan State University, may I request you to kindly fill up the attached questionnaire in connection with my special problem entitled Level of Reading Habits of the Teacher-Education Students of Pangasinan State University year 2014-2015.This will fulfil the requirements for the completion of our subject Introduction to Research. convey you very much for your kind and cooperation.Very sincerely yours, Philip Anthony M. CabatoBEED II precaution Please supply the needed information by filling up the given blanks or checking your answer to the questions as ked.NameSexAge birthdayCourse/SectionParents bugger offMother1. Educational Attainmenta. FatherElementarySecondaryvocationalCollegeb. MotherElementarySecondaryVocationalCollege2. Occupationa. FatherManualVocational adeptProfessional* manual(a) *vocational *technical *professional Laundering needlewoman/ Tailor Technician attorney -Teacher Carpenter Beautician/ Barber Mechanic set up -Employee Baker driver Electrician Nurse Housekeep Midwife stonemason DentistJanitor directFarming Architect Labourera. MotherManualVocationalTechnicalProfessional*manual *vocational *technical *professional Laundering Dressmaker/ Tailor Technician Lawyer -Teacher Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver Electrician Nurse Housekeep Midwife Mason DentistJanitor EngineerFarming Architect Labourer3. Family Incomea. Father_____ Low (P7, 000 & below)_____ Average (P8, 000-P10, 000)_____ High (P11, 000 & above)b. Mother_____ Low (P7,000& below)_____ Av erage (P8,000-P10,000)_____ High (P11,000& above)Self- estimation Questionnaire for Reading HabitsDirections For each of the following statements, put a check stigmatise on the appropriate column that corresponds to your answer.SCALE RATING1 I strongly agree2 I agree3 I partly agree4 I disagree5 I strongly disagreeStatements1. When I read books, I feel happy.2. When I have to read something, I feel anxious.3. Reading books helps a person learn a language.4. I read only when I need to find some information.5. I would rather see a play in a theatre than read the play in a book.6. I enjoy reading things on the Internet.7. I enjoyed reading at school.8. I didnt enjoy reading at school.9. I have many books at home.10. I weart have much free time for reading.11. Reading teaches me a lot about life and about people.12. I get bored in my free time if I dont have a book to read.13. I learn more from TV than from reading books.14. If you want to be well- educated, you mustiness read books .15. Reading books teaches you things that help you make decisions.16. I would rather neglect money on books than on clothes.17. I read books only when my teacher tells me I should.18. I think reading books will be stabilizing for me in my life.19. I dont think reading books will be helpful for me in my life.20. When I dont understand something I am reading, it makes me feel less confident about myself.21. I want to be like my friends, and they dont read. (If your friends like reading, dont answer this question.)22. I had a teacher or teachers who enjoyed reading and made me feel I would like to read.23. My parents encourage/have evermore encouraged me to read.24. I think books are too expensive for me to buy.25. I have a quiet place where I can read undisturbed.26. At University, I had a quiet place where I could read and study undisturbed.27. I dont think books will be important fifty years from now.Bibliography(http//balaibahasa.upi.edu/wp-content/uploads/2011/07/01_Noorizah-R eading_habit-edited.pdf )(http//www.buzzle.com/articles/importance-of-reading.html)