Knowledge Acquisition Practices and Reading Comprehension Skills of the Learners in Hilongos South District, Leyte Division, Philippines

Ginna F Tavera, Leomarich F Casinillo


The main purpose of this study was to determine the knowledge acquisition practices and reading comprehension of the learners in Hilongos South District, Leyte Division, Philippines. This study adopted the descriptive-survey and correlational method of research. This method tried to explore and describe the prevailing knowledge acquisition practices obtained in a particular place or situation; the reading level of the learners in terms of prior knowledge and vocabulary, and their reading comprehension as well as the extent of relationship among the variables was portrayed. The analysis and interpretation of the data led to the following findings: the knowledge acquisition practices of learners, teachers and parents were all very satisfactory, the learners had satisfactory prior knowledge and very satisfactory vocabulary level, the reading comprehension of the learner-respondents was very satisfactory. Furthermore, there were significant relationships between knowledge acquisition practices of learners and their prior knowledge, vocabulary and knowledge acquisition practices of teachers versus vocabulary level of the learners. There were also significant relationships between prior knowledge and vocabulary to the reading comprehension of the learners.


Knowledge acquisition practices; reading comprehension; descriptive-survey; correlational method


Abdelrahman, M. S. H. B. & Bsharah, M. S. (2014). The Effect of Speed Reading Strategies on Developing Reading Comprehension among the 2nd Secondary Students in English Language. English Language Teaching, 7(6), 168-174.

Albert, J. R. G. (2008). Basic Statistics for the Tertiary Level. 1st Edition. Rex Book Store, Inc., Philippines.

Al-Jarf, R. (2007). Developing Reading and Literacy in Saudi Arabia. Retrieved from

Al-Jarrah, H., & Ismail, N. S. (2018). Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions. Arab World English Journal, 9(2), 315- 328

Aquino, A. M. (2009). Facilitating Human Learning. Rex Book Store. Manila, Philippines.

Bolos, N. (2012). Successful strategies for teaching reading to middle grades English language learners. Middle School Journal, 44 (2), 14-20.

Cabalo, Malinda M. (2014). Factors Affecting Pupil’s Reading Proficiency in Grades III and IV Combination Classes of Hilongos South District, Leyte Division. Unpublished Thesis. Palompon Institute of Technology, Palompon, Leyte.

Calixihan, Jovita. (2007). English for College Freshmen. National Book Store. Mandaluyong City.

Casinillo, L. F. (2019). Factors affecting the failure rate in mathematics: the case of Visayas State University (VSU). Review of Socio-Economic Research and Development Studies, 3(1), 1- 18.

Casinillo, L. F., Camulte, M. C. G., Raagas, D. L. and Riña, T. S. (2020). Cultural factors in learning mathematics: the case on achievement level among Badjao students. International Journal of Indonesian Education and Teaching, 4(1), 71-81.

Casinillo, L. F. & Guarte, J. M. (2018). Evaluating the effectiveness of teaching strategies: The case of a national vocational school in Hilongos, Leyte. Review of Socio-Economic Research and Development Studies, 2(1), 64-79.

Christen, W. L. & Murphy, T. J. (1991). Increasing Comprehension by Activating Prior Knowledge. ERIC Clearinghouse on Reading and Communication Skills, Indiana University.

Cui, L. (2016). Effect of Schema-Based Instructions on Senior High School Students’ Vocabulary Learning Strategies. International Journal for Innovation Education and Research, 4(5),125-129.

David, M. K. and Nozarit, L. (2000). Selection of Reading Texts: Moving Beyond Content Schema. University of Malaya, Kuala Lumpur, Malaysia.

Department of Education (2016). K to 12 Curriculum Guide ENGLISH. Retrieved from

Dewitz, P. & Dewitz, P. K. (2003). They can read the wordsm but they can’t understand: Refining comprehension assessment. Reading Teacher, 56(5), 422-445.

Duncan, C. (1992). Parental support in schools and the changing family structure. NASSP Bulletin, 76(543), 10-14.

Ganesh, B. M. (2015). Teaching Receptive and Productive Language Skills with the Help of Techniques. An International Journal in English, 1(2), 1-6.

Guryan, J. (2015). Can a scaffolded summer reading intervention reduce socioeconomic gaps in children’s reading comprehension ability and home book access? Results from a randomized experiment (Doctoral dissertation, University of Texas, Austin).

Harvey, S. & Goudvis, A. (2000). Strategies that work teaching comprehension to enhance understanding. Stenhouse Publishers. New York.

Heick, T. (2018). 12 Common reasons students don’t read and what you can do about it. Retrieved from’--tread-what-you-can-do--about-it

Jones, J. and S. Leahy (2006). Developing strategic readers. Science and Children, 44(3), 30-34

Kamil, M.L. (2004). Vocabulary and Comprehension Instruction: Summary and Implication of the National Reading Panel. Retrieved from

Ke, L. (2004). Content Schemata and Reading Comprehension. Joumal of English Language Education Association, 27(3), 1-7.

Lesaux, N. K. & Harris, J. R. (2017). An investigation of comprehension processes among adolescent English learners with reading difficulties. Topics in Language Disorders, 37(2), 182-203.

Merga, M. K. (2017b). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343.

Miranda, Benita. (2008). English for You and Me. English Textbook IV. Book Wise. Parañaque City.

Relente, Carmelita (2008). English Express Ways Reading and Language Teachers Manual for Grade V. SD Publications, Inc., Quezon City.

Ruddell, R. (2002). Teaching Children to Read and Write Becoming an Effective Literacy Teacher. Allyn and Bacon. Arlington Street Boston.

Toikkanen, T. (2016). Focus on Skill Mastery, not Knowledge Acquisition. Retrieved from 7b0118baa972

Wilson, N. S., Grisham, D.L., & Smetan, L. (2009). Investigating Content Area Teachers’ Understanding of a Content Literacy Framework: A Yearlong Professional Development Initiative. Journal of Adolescent & Adult Literacy, 52(8), 708-718.


Article Metrics

Abstract view : 1110 times


  • There are currently no refbacks.

Copyright (c) 2020 JPI (Jurnal Pendidikan Indonesia)

Jurnal Pendidikan Indonesia (JPI) is published by:



Jl. Udayana, Kampus Tengah, Singaraja-Bali
Kode Pos 81116
Telp. 0362-22928

Jurnal Pendidikan Indonesia (JPI) is indexed by:

Akreditasi SINTA 2   Crossref JPI  Index Copernicus JPI JPI Undiksha OneSearch   Microsoft Academic JPI  JPI indexing by Asean Citaion Index 

Creative Commons License

Jurnal Pendidikan Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.