International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296 Volume 7 Issue 7, July 2018 www.ijsr.net Licensed Under Creative Commons Attribution CC BY Factors Affecting the Reading Performance of BSEd Students of Bataan Peninsula State University - Balanga Campus Rolliver M. Baciles 1 , Jaime M. Forbes 2 Abstract: The study made used of descriptive correlation research to describe and correlate the relationship of variables to the reading proficiency of the students so that a reading comprehension program could be done to develop fluency, accuracy and critical thinking among the students. The data involved BSEd freshmen students in Bataan Peninsula State University city of Balanga, Bataan. Stratified random sampling technique was employed to be able to generalize the result of the study. For data gathering, students were asked to answer a standardized reading test and a structured interview was be done to check on the fluency of the students. The study used a standardized test for reading constructed by Kent L. Coperman and Karen A. Ribarchik of the United States. The test is called the Adult Placement Indicator (API) which is designed for adult education. It was revealed in the study that the respondents were: basically dominated by female. This can be attributed to an old norm that teaching was believed to be for women only and harder jobs or those requiring strength were for men; the highest earned experience in classroom teaching was observed between 11- 15 years; traditional teaching strategies was the chief method used; the reading performance of the respondents were observed in the level were in High School Completion classes or General Education Development (GED) level and all of the variables of Student-Related factors pointed that there were significantly relationship in all the given indicators of reading comprehension. The gender, prior knowledge, reading strategy used exposure to reading materials and attitude towards reading were significantly related to their reading performance. Also, Teacher Related factors were significantly related in all the given indicators of reading comprehension. Educational attainment, length in service and teaching strategies were significantly related. Keywords: reading proficiency, standardized reading test, general education development, experimental reading strategies 1. Introduction Reading is a means of language acquisition , of communication, and of sharing information and ideas. (Thorndike, 1998) Like all language, it is a complex interaction between the text and the reader which is shaped by the reader‟s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practices, development, and refinement. In addition, Elish- Piper, (2010) opined that reading comprehension is “the process of understanding or making meaning when reading”. Reading comprehension is a valuable necessary tool in the learning process. It allows the reader to expand his vocabulary, understand the text he is reading, and use various strategies for the reader to improve learning. It is necessary because it shapes the reader‟s understanding of ideas and words. It assists his ability to make sense of ideas and concepts. It can even affect various parts of public life, such as political arena. If the reader is not satisfied with his own level of reading comprehension, all is not lost. There are means by which to improve it. These include growing one‟s vocabulary, utilizing multiple senses, and changing one‟s reading speed. All of these tools serve to advance the learning process. In order for one to understand the value reading comprehension processes, one must first understand what it is. The reader can use what he knows to get a grasp of the material he is reading. For example, a large vocabulary- understanding the meanings of many words-can help someone understand a wide variety of texts. Elish-Piper (2010) asserts that “when reader is able to connect these three key components,” it is much easier for that person to comprehend what he is reading. If the reader needs to, he can use strategies to help comprehend the text better. Before the 1980‟s, little comprehension instruction occurred in the United States (National Reading Panel, 2000). Palinscar and Brown (1986) developed a technique called reciprocal teaching that taught students to predict, summarize, clarify, and ask questions for sections of a text. The technique had positive outcomes. Since then, the use of strategies like summarizing after each paragraph have come to be seen as effective strategies for building students‟ comprehension. Similarly, Pressley, (2006)The idea is that students will develop stronger reading comprehension skills on their own if the teacher gives them explicit mental tools for unpacking text. There are a wide range of reading strategies suggested by programs and educators. The National Reading Panel identified positive effects only for a subset, particularly summarizing, asking questions, answering questions, comprehension monitoring, graphic organizers, and cooperative learning. The Panel also emphasized that a combination of strategies, as used in Reciprocal Teaching, can be effective. Comprehension through discussion involves lessons that are “instructional conversations” that create higher- level thinking opportunities for students. The purposes of the discussions are to promote critical and aesthetic thinking about text and encourage full classroom involvement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual Paper ID: ART20183509 DOI: 10.21275/ART20183509 59