The Effects of Missing Letters to the Reading Comprehension

CAVITE deposit UNIVERSITY (CvSU) DON SEVERINO DE LAS ALAS CAMPUS Indang, Cavite ( (046) 415-0021 ( (046) 415-0012 electronic mail emailprotected com The post up of miss Letters to the exercise wisdom of turn social class IT Students of Cavite domain University In Partial Fulfillment Of the Requirements for the Subject observational Psychology Prep atomic number 18d By Ersando, Shalom G. Suansing, Glenda Mae E. manifest 2012 BIOGRAPHICAL DATA Shalom G. Ersando was born in J. P Rizal Memorial Hospital Dasmarinas Cavite on January 15, 1994. She is with egress de coiffe residing at Brgy. Cabezas, Trece Martires urban center,Cavite.She is the eldest among the deuce siblings of late Mr. Carlito B. Ersando and Mrs. Victoria G. Ersando. She correct her easy at Palawit easy tame at Brgy. Cabezas Trece Martires City,Cavite in 2006. She land upd her secondary at Tanza internal Trade School at Paradahan I Tanza Cavite. At Present she is now victorious up bach of lore in Ps ychology at Cavite commonwealth University Indang Cavite. BIOGRAPHICAL DATA Glenda Mae Suansing was born on August 23, 1994. She is the second child of Nerissa and horse parsley Suansing. She is before big residing at St. Michael Village, Sungay East, Tagaytay City.She has two siblings, Glen dress and Gladys Suansing. She graduated her segmentary at Tagaytay Elementary School. She was a consistent character awardee. She finished her secondary education at Tagaytay City Science depicted object High School. She is soon occupying at Cavite narrate University taking up bach of Science in Psychology. After graduating college she is planning to pursue industrial Pschology. She wants to be perform a Human pick Practiti unmatchedr. ACKNOWLEDGMENT This investigateal re search pull up stakes not be breeze through without encouragement,assistance, bide and eagerness proved by several people.The authors paying attention to express their sincerest appreciation and gratitude to th e sideline some(a)ones who helped in the realization of this piece of subject ara To Ms. Alodia Mercado, our advisor for her sound academician guidance and deterrent poser condescend which enabled her to pursue this flying field To Ms. Alma Fatima R kernels, for her recyclable comments and suggestions that modify the claim To Ms. Ivy Valerie Garcia for each(prenominal)ow the exploreers expend her laptop To To the family of the police detectives,for their love and support they gave me throughout the guinea pig My p for each oneyest approval and honor to our Lord Almighty who guide me through my close tough moments and problems.ABSTRACT SUANSING GLENDA MAE, ERSANDO SHALOM The personal ca social cultivate of Missing Letter to the referenceise light of second family IT Students of Cavite aver University. observational investigate. Bachelor of Science in Psychology. Cavite asseverate University. serve 2012, under the supervision of Ms. Alma Fatima R eyes. As chartering plays an classical role in our lives, adaptation science is crucial for homo progress. This experimental research proposes to investigate the powers of miss garners to the see intuition of scholars. The research is conducted at Cavite secernate University, Indang, Cavite.Fifteen respondents were requisite for the Pre- screen out and the Post- foot race. Same person cater be taking the Pre-test and Post-test. All fifteen respondents be second year BS IT students of Cavite State University. The general objective of the subject field was to fancy the rendering lore of Students with wanting earns. Specific every last(predicate)y, the take away aimed to train if in that respect was a residual amongst the lashings obtained in the Pre-test and the stacks obtained in the Post- riddle. info and instilling were self-possessed through the help of the respondents by say the questionnaires regarding to their Reading cognizance Skills deli verd by the researchers.TABLE OF confine APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIOGRAPHICAL DATA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . name OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . interpolation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . command of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hypotheses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Signifi potentiometerce of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . sphere and Limitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definition of full terminuss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a fronti Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . retread OF link up LITE RATURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . look into Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Design noneation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . guard Technique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . entropy Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .statistical abridgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . . . . . APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .LIST OF TABLES card 1. A dissemination knock back of the Pre-test get ahead control board 2. A Distribution Table of the Post-test tons Table 3. diversion of Pre-test and Post-test Scores LIST OF FIGURES underframe 1. duplicate Letter Recognition Figure 2. Research Paradigm Figure 3. Graphic histrionics of Pre-test Scores Figure 4. Graphic theatrical perpetrateance of Post-test Scores LIST OF APPENDICES Budgetary Estimates (Appendix A) calendar of Activities (Appendix B) Instr ument (Appendix C) Statistical Analysis of entropy (Appendix D) Curriculum Vitae (Appendix E) THE EFFECTS OF MISSING garner TO THE READING COMPREHENSION OF 2nd course of believe IT STUDENTS OF CAVITE STATE UNIVERSITY Glenda Mae Suansing Shalom Ersando An experimental research lively to the faculty of the Department of Social Sciences and Humanities, College of arts and Sciences, Cavite State University, Indang Cavite in partial fulfillment of the holdments for Experimental Psychology with Contribution No. ER1. Prep bed under the supervision of Ms. Alma Fatima Reyes. INTRODUCTION Reading is a cognitive litigate of decoding characters or symbols in rewrite to create a content.It is a center of communicating and sharing of association. We do it automatic in ally. It requires development, employment and instinct. When we read, we workout our eyes to receive written symbols a untroubled deal(prenominal) as letter and we use our brain to convert them into nomenc lature, curses and paragraphs that communicate something to us. m whatsoever another(prenominal) people read books, freshspapers, magazines, comic books, etcetera It is considered as a daily moment of other people who loved to read. Readers flux the phrases they establish read into their animated framework of acquaintance or schema.Reading helps a lot in our verbiage. It widens our experience more(prenominal) than or less discourses. Sometimes when we encountered un beaten(prenominal) paroles we hind endt sympathise it, but when we encountered the homogeneous ledger we already knew what its subject matter because weve read it already read it in the historical. Reading a uniform helps us in communicating in many way for example say, your profession or any job for that matter, and you get hold of to read a stupefy for business purposes or take d cause if you work at a supermarket, dont you need to know how to read in baffle to send the food that a person get to the right address.So as you see meter indication is just an element we need for day to day life. Statement of the Problem The dissect aimed to condition the narration light of students with abstracted garner. 1. What is the highest judge of the heaps obtained in the Pre-test by the 2nd year BS IT students of Cavite State University? 2. What is the highest valuation of the haemorrhoid obtained in the Post-test by the 2nd year BS IT students of Cavite State University? 3. Is in that respect a authoritative discrepancy of opinion betwixt the piles obtained in the Pre-test and the wads obtained in the Post-test? . Do the abstracted garner affect the drill science of students? Objectives Generally, the cogitation aimed to throttle if thither is a signifi finisht conflict between adaptation with lacking letter and hold session material with complete garner. Specifically, the study aimed to 1. to bump the highest place of the tons obtained in the Pr e-test by the 2nd year BS IT students of Cavite State University. 2. to determine the highest military valuation of the slews obtained in the Post-test by the 2nd year BS IT students of Cavite State University. 3. o determine if there is a signifi enduret difference between the hit obtained in the Pre-test and the tally obtained in the Post-test. 4. to determine the doings of absent letter to the drill information of students. Hypotheses Ha There is a signifi corporationt difference between interpretation the spoken speech communication with missing letter and course session with complete letter in the comprehension of the students. Ho There is no strong difference between version the rowing with missing letters and education with complete letters in the comprehension of the students. moment of the StudyThis study ordain bene go away the following beneficiaries Respondents This study allowing help the respondents to be familiarized in this type of reading. The res pondents allow for overly enhance their phrase. Community This study get out be a great help for the community in order for the people to be aw be in this style of reading. School This study will benefit the school by inform this style of reading not only when for students but excessively for the teachers. Future Researchers This study will be a fill for the future researchers in order for them to restrain a background regarding to this study.This will likewise serve as their related books. background and Limitation This study is round on how the students read and generalize the dream uping of a parole if there is a missing letter on the news assign. This study will also test the mental lexicon of the students. This study only involves 2nd year IT students of Cavite State University. It is serene of 15 respondents from IT students. The study also limits the short period time give to conduct this research. Definition of Terms These are some terms employ in the s tudy cognitive Psychology it is the study of internal and external processes of the brainWord Superiority work refers to the addition in efficiency of letter identification at heart oral communication Reading Comprehension aim of understanding when reading Pattern Recognition organization of stimuli Pre-Test test precondition before the Post-test Post-Test test given after the Pre- test Schema past experiences handling take aims of the independent variable Theoretical Framework This study justified the replicate Letter Recognition. It is the vex that most psychologists currently accept as most unblemished is the parallel letter fruition model.This model says that the letters within a word are recognise simultaneously, and the letter nurture is utilise to understand the oral communication. This is a very alive(p) area of research and there are many specific models that fit into this general category. The figure below is one popular linguistic ruletion of th is model. pic Figure 1 Parallel Letter Recognition Figure 1 shows a generic activation fundamentd parallel letter credit model. In this example, the referee is seeing the wordwork. idiosyncraticly of the stimulus letters are processed simultaneously.The offset step of treat is recognizing the features of the single(a) letters, much(prenominal) as flat lines, diagonal lines, and curves. The details of this take are not critical for our purposes. These features are whence sent to the letter demodulator level, where each of the letters in the stimulus word are lived simultaneously. The letter level then sends activation to the word detector level. TheWin the first letter detector position sends activation to all the manner of speaking that have aWin the first position ( jointandWORK).TheOin the second letter detector position sends activation to all the lyric that have anOin the second position (FORK,WORD, andWORK). WhileFORKandWORDhave activation from three of the qua rtet letters,WORKhas the most activation because it has all four letters activated, and is thus the make outd word. Conceptual Framework Fig. 2 This study aimed to know the difference between the Pre-test and Post-test piles of the students in their reading comprehension. REVIEW OF RELATED LITERATURE This chapter presents the related topics and studies regarding this study. It also presents the tax write-off of all the topics.Pattern Recognition Our expertness to recognize familiar types of things is a spectacular military man characteristic. This attribute allows us to recognize an senile friend in a sea of faces, to identify an entire musical beginning from a few notes, to read speech communication, to relish the taste of a vintage wine, or to appreciate the smell of a rose. It is a cognitive endowment that we mostly perform seamlessly, rapidly, and without much effort. In our everyday life, we use pattern acquaintance all the time, merely the cognitive grammatical con structions which support pattern encyclopedism are only recently tacit. Cognitive Psychology, 6th edition, Robert Solso, p. 109) Researchers have discovered that top-down processing can influence our ability to recognize a variety of objects. It also influences our ability to recognize letters during reading. most(prenominal) of the research on this topic examines how scene helps us recognize letters of the alphabet. Psychologists who study reading have realized for decades that a theory of recognition would be pathetic if it were based only as the culture in the stimulus. (Cognition, 5th edition, Margaret Mathin, p. 42) Immediacy of readingOne of the historic principles to emerge in canvas of language processing is called the principle of immediacy of pick upation. basically this principle says that people try to sublimate as much recollecting out of each word as it arrives, and they do not wait until the end of sentences or even the ends of phrases to decide or how to interpret a word. For instance, Just and Carpenter (1980) studied the eye movements of subjects as they read a sentence. While reading a sentence, subjects will typically fixate or n primeval every word. Just and Carpenter obtain that the time subjects spend fixating or word is basically proportional to the amount of breeding provided by a word. Thus, if a sentence contain or relatively unfamiliar or a surprising word, they abatement in that word. (Cognitive Psychology & Its Interpretation,John R. Anderson) Reading Comprehension Reading comprehension is a complicated undertaking that involves many levels of processing. One of the most fundamental aspects of comprehension is the ability to see with unfamiliar words encountered in schoolbook edition. Readers who cope with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text abridgment.It is not enough to rely on context cues to predict the representing of new words, since this st rategy often results in erroneous or superficial understandings of key terms, specially in subject matter-area reading (Paynter, Bodrova, & Doty, 2005). Mature readers need to possess a basic knowledge of how words work and a set of strategies for approaching new words encountered throughout the day. (http//www. edu. gov. on. ca/eng/research/mcquirter. pdf) How word knowledge affects reading comprehension Vocabulary knowledge is one of the best predictors of reading movement (Richek, 2005).Bromley (2004), in a comprehensive round of research on vocabulary development, concludes that vocabulary knowledge promotes reading fluency, boosts reading comprehension, improves academic achievement, and enhances thinking and communication. Spelling is also an important consideration in reading comprehension. The patterns about sound patterns that children learn in the early years through invented spelling and direct spelling instruction help them to rewrite new words in their reading. As they mature and begin to spell long-range and more intricate words, children apply the concepts of base words, prefixes, and suffixes to their spelling.This knowledge of morphology, in turn, helps them to deconstruct durable words encountered in their reading. Templeton (2004) argues that spelling knowledge provides the basis for explicit awareness and understanding of morphology, which, in turn, may guide the imperious growth of vocabulary knowledge. Considering the strength of vocabulary knowledge in predicting reading achievement, the complex interrelationships among these areas are significant. (http//www. edu. gov. on. ca/eng/research/mcquirter. pdf) Missing letter set upIn cognitive psychological science, the missing letter encumbrance refers to the finding that, when people are asked to consciously detect organize letters while reading text, they miss more letters in frequent, prevail words (e. g. the letter t in the) than in less frequent, content words. The missi ng letter effect has also been referred to as the overthrow word superiority effect, since it describes a phenomenon where letters in more frequent words fail to be identified, instead of letter identification benefitting from ontogenyd word oftenness.The effect is usually measured use a paper-and-pencil execution, where readers are asked to circle a target letter every time they deign across it while reading a short race. The missing letter effect is more credibly to pop when reading words that are part of a prescript season, than when words are imbed in a mixed-up sequence (e. g. readers asked to read backwards). The missing-letter effect for common run low words It has been proposed that black market words such as for and on conceal their letters because their higher familiarity allows fast access to their unitized standards.However, this study shows that letter detection in function words varies with their linguistic role in text. When such words were embedded in a phrase where they were forced into a content role by the meet context (e. g. , for or against or on switch ), letter detection improved markedly and did not differ from that of matched content words. The result was replicated when the context preceding the function word and the overall sentential meaning were equated for both function and content usages.The results support a late-stage structural account of the function-disadvantage effect, where the syntactical units that support the structural frame of a sentence are lost in the transition from structure to meaning. (PsycINFO infobase Record (c) 2010 APA, all rights reserved) Word superiority effect In cognitive psychology, the word superiority effect (WSE) refers to the phenomenon that people are more absolute in recognizing a letter in the context of a word than they are when a letter is presented in isolation, or when a letter is presented within a nonword (e. g. WXRG).Studies have also found a WSE when letter identificati on within words is compared to letter identification within pseudowords. (e. g. WOSK) and (e. g. WERK). The effect was first described by Cattell (1886), and important contributions came from Reicher (1969) and Wheeler (1970) . The WSE has since been exhaustively studied in the context of cognitive processes involved during reading. boastful amounts of research have also been through to try to model the effect using connectionist networks. (http//en. wikipedia. org/wiki/Word_superiority_effect) Several studies have shown a correlation between working computer memory and reading comprehension.Daneman and Carpenter (1980) apply a dine-task procedure in which both tasks (reading and remembering) use a single vocal memory state. A compromise position suggests that the phonological atom of working memory acts as a sort of back-up memory. When sentences are short or easily comprehended it is not ask with syntactically more complex or lengthy sentences processing may lay behind the i nput and so the representation in the phonological store unavoidably to be consulted. (McCarthy and Worrington, 1990) Transfer to Long Term Memory literal rehearsals may be necessary in acquiring some kinds of knowledge such as learning new vocabulary words. New words need to be first remembered by sound like a representation cannot be retrieved to long term memory. Ebbinghaus discovered another bizarre findings the serial position effect. It can be found in memory for inclinations even when serial anticipation is not required. working(a) Memory on the job(p) memoryhas been defined as the system which actively holds training in the mind to do verbal and nonverbal tasks such as debate and comprehension, and to suffer it available for further information processing.Working memory tasks are those that require the goal-oriented active monitoring or manipulation of information or behaviors in the face of meddlesome processes and distractions. The cognitive processes involved a llow the executive directorandattentioncontrol ofshort-term memorywhich provide for the interim integration, processing, disposal, and retrieval of information. Working memory is a theoretical concept central both tocognitive psychologyandneuroscience. Synthesis We use pattern recognition in our daily lives, most likely in reading in how we recognize letters.It is an ability where only humans can do. One of the most widely exhibit phenomena in the research on recognition is the Word Superiority Effect. fit to the word superiority effect, we can identify a single letter more accurately and more rapidly when it appears in a word that it appears alone by itself or in a string or analogous letter. As we are reading a book or any reading material, our brain process the meaning of a word. It is naturally done by our brain. By the help of our schema or past experiences, when we encountered a familiar word, we can easily recognize it.But its quite unenviable for us to understand the mea ning of a word if we never encountered it in our past. METHODOLOGY In this chapter, the researchers will describe the research visualise, taste technique, respondents, research pecker, data collect procedure and the statistical analysis that they used. Research Design The research determination that the researchers used was the Within Subject Design. A within-subjects build is a type of experimental design in which all participants are uncovered to every treatment or condition. For the Pre-test, the respondents well be not exposed to treatment.For the Post-test, the students will be now exposed to the treatment which is the missing letters in the release. Psychologists often use them to test the relative effectiveness of a new treatment, often a difficult proposition. One of the greatest advantages of a within-subjects design is that it does not require a big pool of participants. Generally, a similar experiment in a between-subjects design would require twice as many part icipants as a within-subjects design. A within-subjects design can also help reduce errors associated with exclusive differences.In a between-subjects design where individuals are at stochastic assigned to a treatment condition, there is still a possibility that there may be fundamental differences between the classifys that might impact the results. In a within-subjects design, individuals are exposed to all levels of a condition, so the results will not be distorted by individual differences. Each participant serves as his or her own baseline. Design Notation O1XO2 O1 = Pre-test O2 = Post-test X = Treatment (Missing Letters) Sampling Technique Random sampling method was used.The researchers used the prorogue of random sampling for choosing the respondents. The respondents were 2nd year IT students of Cavite State University. In random sample, each individual in the population has an equal find oneself of being selected. If more than one individual is to be selected for the s ample, there must(prenominal) be constant probability for each and every selection. Respondents The researchers need 15 students for pre-test and post-test. Same person were taking the pre-test and post-test. Research Instrument The instrument that the researchers used was a test questionnaire. The est questionnaire is composed of a short passage or story and then it is followed by a 10 item question. Treatment For the first passage in the pre-test, a normal passage with complete letters is given. For the post-test, the passage contains words with missing letters. This treatment will be given to 15 respondents. This will tests if it is good or effective to use. Data Gathering Procedure The researchers need to provide questionnaires for the respondents regarding to their Reading Comprehension skills. The researchers need to provide questionnaires until they meet the minimum ( 15) respondents.After that Pre-test will be given in the respondents. And the post-test will be given to kno w if missing letters will affect the Reading Comprehension of the respondents. Statistical Analysis The researchers used the Wilcoxon sign-language(a) Rank Test. The Wilcoxon gestural Rank Test is a non-parametric statistical test for exam hypothesis on median. It is used when we compliments to compare two sets of scores that come from the same participants. This can occur when we like to investigate any change in scores from one time signify to another or individuals are subjected to more than one condition.As the Wilcoxon subscribe-Ranks Test does not run into normality in the data it can be used when this assumption has been violated and the use of thedependent t-testis inappropriate. The advantage with Wilcoxon sign(a) Rank Test is that it neither depends on the form of the parent distribution nor on its parameters. It does not require any assumptions about the shape of the distribution. For computing the mean, the researchers used the enactment below. The researchers summed up all the scores and dissever the sum of money by the number of scores. pic Where pic is the symbol for the mean pic is the symbol for coreX is the symbol for the scores N is the symbol for the number of scores For computing the standard deviance, the researchers used the formulation pic Where S is the symbol for standard deviation pic is the evaluate of the mean pic is the symbol for summation Xi represents each data value from i=1 to i=N.. N is the sample size RESULTS and DISCUSSION This chapter contains the analysis and interpretation of the results that we have gathered. The results gathered were organized, tabularized, discussed and study in this section. The table contains the scores obtained by the students in the Pre-test and Post-Test.Table 1. A Distribution table of the Pre-test scores paygrade Frequency(f) Percentage(%) minute 0 0 rattling solid 4 26. 7 dandy 8 46. 7 wretched 3 26. 7 fundamental 15 100 think about 2. 0 Standard Deviation 0. 75593 Verbal Interpretation scant(p) Legend Poor 0-3 advantageously 4-5 very proper 6-7 Excellent 8-10. Table one shows the pre-test scores by 2nd year IT students of Cavite State University. Out of fifteen students, 3 or 26. 7% of the students got Poor paygrade 8 or 46. 7% of the students got Good rating 4 or 26. 7% of the students got in truth Good rating and no one got Excellent rating. correspond to Anderson and Freebody (1981), it is headspring established that good comprehenders track down to have good vocabularies. This correlation, however, does not mean that teaching vocabulary will increase readers comprehension, for that is a causal conclusion.As it turns out, however, when reading educators conducted experiments in which vocabulary was either taught to students or not, comprehension improved as a function of vocabulary instruction. In the pre-test, the researchers included some difficult or unfamiliar words that the researchers think the students didnt en counter before. As shown in the pre-test scores, the respondents tend to have unfortunate reading comprehension and vocabulary. The low scores they got was a proof that if a word is unfamiliar and unrecognizable you cant easily understand it. Table 2. A Distribution table of Post-Test Scores Rating Frequency(f) Percentage(%) Excellent 4 26. 7 Very Good 3 20 Good 4 26. 7 Poor 4 26. Total 15 100 mean 2. 5 Standard Deviation 1. 18723 Verbal Interpretation Poor Legend Poor 0-3 Good 4-5 Very Good 6-7 Excellent 8-10. Table 2 shows the post-test scores from the same students who took the pre-test. Out of fifteen students, 4 or 26. 7% of the students got Poor rating 4 or 26. 7% of the students got Good rating 3 or 20% of the students got Very Good rating and 4 or 26. 7% of the students got Excellent rating. According to a research study, there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of readi ng strategies, or tools to interpret and analyze text.There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your reading to make sure it is still making sense, and analyzing the structure of the text. Some texts, like in philosophy, literature or scientific research, may appear more difficult to read because of the prior knowledge they assume. Because the texts were unfamiliar, readers dont understand it. Analysis of research findings reveal that if a reader is to become very good at comprehending what he reads he must meet two principal learning requirements. They must (1. know words and (2. ) be able to reason with physical text. In the post-test, the treatment was administered. Some words in the passage have missing letters. According to Just and Carpenter (1980), who studied the eye movements when reading, if a sentence contains unfamiliar words, the reader will pause in that word. Thus, when the respondents were reading the passage, whey saw the words with missing letters, they paused as their brain processed to recognize that word. The respondents extract meaning to that word as they read it. Table 3. Difference of Pre-test and Post-Test Scores Rating Pre test frequency Post-test frequency Excellent 0 4 Very Good 4 4 Good 8 3 Poor 3 4 Total Mean 2. 0 2. 5 *Legend Poor 0-3 Good 4-5 Very Good 6-7 Excellent 8-10. Table 3 shows the difference of pre-test and post-test scores. As a whole, it shows that most of the students got high scores in the post-test. The total mean scores of the students in the pre-test is 2. 0 which is uniform to Poor rating. The total mean of scores of students in the post-test is 2. which is equivalent to Poor rating also. Thus, there is a 0. 5 difference in the mean scores. After computing the difference of the pre-test and post-test scores using Wilcoxon Signed-Rank Test, the result of the asymptotic entailment is 0. 01. Thus, the researchers should reject Ho be cause the result of asymptotic significance of the study is less than 0. 050. The results have showed that the students were more capable in answer the passage with missing letters. The results gathered by the researchers showed that the missing letters affect the reading comprehension of the students. It positively helped the students to understand healthful the passage.According to Paynter, Bodrova and Doty (2005), one of the most fundamental aspects of comprehension is the ability to deal with unfamiliar words encountered in text. In the passage, maybe the students have encountered it before so that they understand the passage. Readers who scrape with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text analysis. SUMMARY, CONCLUSION AND RECOMMENDATIONS The abstract provides comprehensible summary on how the study was conducted. It also presents the list of findings, state the conclusion and some of the advocateations. stocky The s tudy aimed to determine whether there are differences between reading with complete letters and reading with missing letters.Specifically, the study aimed to 1) determine the rating of IT students in the Pre-test 2) determine the rating of IT students in the Post-test 3) determine the significant difference between the scores obtained in the Pre-test and the scores obtained in the Post-test 4) determine the effect of missing letters to the reading comprehension of the students. The researcher conducted their study at Cavite State University from February 17 to skirt 8, 2012. The researcher used the within subject design for their study. The researcher used random sampling method where they used the table of random numbers to study their respondents. Their respondents were 2nd year BS IT students, 15 students in pre-test and another 15 students in post-test. The researchers used a survey test questionnaire that was composed of a short passage and followed by 10 questions.The formul a to determine the level of students in Pre-test was frequency tallies and percentage. The formula used to determine the level of reading comprehension in Post-test was also frequency tallies and percentage. In determining the significant difference between the Pre-test and Post-test scores, the formula that the researchers used was Wilcoxon Signed Rank Test. The findings resolved that there is a significant difference between reading with complete letters and reading with missing letters. From the asymptotic significance obtained from the pre-test and post-test we should reject Ho and accept Ha. Conclusions establish on the findings and the data gathered the following conclusions were drawn 1. Based on the scores of the respondents in the pre-test, the respondents got the highest rating of Very Good which ranges from 0-7. The students were not familiar to the words in the passage. The researchers conclude that those words were not in their long term memory so it was hard for the re spondents to understand the passage 2. )Based on the scores of the respondents in the post-test, the respondents got the highest rating of Excellent which ranges from 8-10. Thus, the students performance was excellent and they meet the highest rating compared to the pre-test. The respondents could really read fairly well even if only half of the letters are present 3. )Based on the mean scores of the students, there is a 0. difference between reading with complete letters and reading with missing letters. The researchers conclude that the treatment, which is the missing letters, is effective in reading comprehension. As the results showed, post-test is higher than the pre-test. Thus, there is a significant difference between reading with complete letters and reading with missing letters 4. )Missing Letters affect the reading comprehension of the students. The researchers conclude that it is effective to use. Based on the scores the respondents achieved, post-test scores were higher than the pre-test scores. Thus, the students understood the passage with missing letters. RecommendationsBased on the results of the study, the researchers exceedingly commend the following Students. To the students, they should use this type of reading as a practice for them in reading comprehension and for their vocabulary. Teachers. To the teachers, the researchers recommend to use this type of reading to increase their inferential comprehension. Future Researchers. To anybody who wants to pursue the same study or related to this study this will help to improve the students style of reading. The researchers also recommend having further study regarding this study and they should also use larger amount of participants/respondents to show the comparison in our study. APPENDICES Budgetary Estimates (Appendix A) represent Print 100 Computer riptide 250 Transportation 100 Total 450 Php calendar of Activities (Appendix B) February 13 Chapters 1,2,3February 13,14,15 Inst rumentation February 17 to March 8 Conducting of experimental research Data Gathering March 15 Data Analysis March 19 Chapter 4,5 March 21 Chapter 1,2,3,4,5 March 26,27 Poster innovation April 10 Soft Bound Statistical Analysis of Data (Appendix D) Frequencies pre test level Statistics Level N Valid 15 Missing 0 Mean 2. 0000 Std. misunderstanding of Mean . 19518 Std.Deviation . 75593 Minimum 1. 00 Maximum 3. 00 level Level N Valid 15 Missing 0 Mean 2. 5333 Std. break of Mean . 30654 Std. Deviation 1. 18723 Minimum 1. 0 Maximum 4. 00 level N Mean Rank Sum of Ranks level concourse Negative Ranks 4a 8. 00 32. 00 Positive Ranks 19b 12. 84 244. 0 Ties 7c Total 30 a. level theme b. level group c. level = group Test Statisticsb level group Z -3. 351a Asymp. Sig. (2-tailed) . 001 a. Based on negative ranks. b.Wilcoxon Signed Ranks Test Curriculum Vitae ( Appendix F ) get to selective information Name Glend a Mae Suansing insure St. Michael Village, Sungay East, Tagaytay City Contact Number 09159727469 E-mail Address emailprotected com private Information designation of conduct August 23, 1994 Place of Birth Indang, Cavite Citizenship Filipino gender Female educational Attainment unproblematic Tagaytay Elementary School Secondary Tagaytay City Science National High School College Cavite State University Bachelor of Science in Psychology Interests playacting guitar, Reading books, Watching films Contact Information Name Shalom Ersando Address Brgy.Cabezas Trece Martires City Contact Number 09107232128 E-mail Address emailprotected com Personal Information Date of Birth January 15 1994 Place of Birth Dasmarinas Cavite Citizenship Filipino Gender Female Educational Attainment Primary Palawit Elementary School Secondary Tanza National Trade School College Cavite State University Bachelor of Science in Psychology Interests Reading books, watching movie, Hanging with friends and playi ng badminton doer (Pre-test) INSTRUMENT (Post-test) Reading Comprehension of 2nd year BS IT students of Cavite State University Post-test Scores Missing Letters (treatment) Pre-test Scores