Cyber Terrorism and Information Warfare

As the use of computer technology becomes wide, people have tended to use them both for beneficial and destructive purposes. As the use of computer technology becomes more, they continue to be used for more complex and inter-reliant threats to humanity. The use of computer technology for destructive purposes takes place in the form of cyber crime, cyber terrorism and information warfare. The focus of this paper is on cyber crime and information warfare. The two have a number of similarities as well as differences.They are both applications of computer and information technology that are in use in the society in the information era. Information has been relied upon in different sectors in different countries and around the world. This has made information a very powerful tool for the economy of many countries. Information has also become a target for criminal activities like terrorism and a target to wage war (Lewis, 2002). This paper discusses the similarities and differences between cyber terrorism and information warfare. The paper begins with the description of the two concepts. Cyber terrorismCyber terrorism is the use of computing resources to engage in terrorist activities. It can also be defined as the calculated use of computers or computing networks aimed at harming, or to further social, economical, political or ideological, or such goals. People have tended to use the secrecy afforded by cyberspace to wage terrorism activities towards communities or an entire country. This has tended to cause threat and panic to people without physical presence of the attacker. The terrorists using cyberspace target computers and information to cause harm and damage to the targeted group or nation.There have been claims by some factions of scholars that cyber terrorism does not exist and that what is referred to by the use of this term is information warfare. They feel that it is not possible to use computer technology to wage serious harm or damage in a population d ue to the availability of protective technology. However, it is a fact is that cyber terrorism is a concept that is applicable in the current world of technology (Brenner, 2006). Information warfare Information warfare on the other hand is defined as the use of computer technology to wage war.It can also be defined as the use and management of information and technology in order to gain a competitive advantage over one’s adversaries. Information can be manipulated in various ways to ensure that one country gains an edge over its opponents. Information has become a very crucial tool for use in different aspects of human life. Information has come to be used as a powerful weapon in times of clashes or conflicts. This warfare is closely associated with psychological warfare. The attacking country targets the information sector of the country that it is up against (Lewis, 2002).Similarities Both cyber terrorism and cyber warfare make use of information technology and/ or networks to carry out their objectives. Regardless of their difference in objectives, information is a critical tool for both cyber terrorism and information warfare. Information warfare can be carried out in different ways: jamming or hijacking of TV and radio transmissions; disabling logistic networks; disabling or spoofing communication networks of the enemies; and sabotaging stock exchange dealings (Lewis, 2002). These are all means of use of information in warfare.Cyber terrorism can also take various forms like attacks against networks of the target group or country; threats against a community or country that are made electronically; hacking into systems; defacing networks; and denying service to the target group. It is clear that both are destructive applications of computer and information technology. The users of both cyber terrorism and information warfare use and go after the information sector of the target group or country with the aim of causing havoc (Brenner, 2006).Both cyb er terrorism and information warfare are destructive, but have not been developed to the level of destruction like the other weapons, such as the bomb. The kind of damage caused by cyber terrorism and information warfare is not large-scale, although the technologies are still being developed. It would not be possible to carry out such a destructive act like the one that happened in the United States, commonly known as the September 11 attacks (Che, Deng, Chao & Huang, 2009).Despite the fact that there are some remote examples of cyber terrorism and information warfare in the world today, they are not as pronounced as those that use the conventional weapons like bombs. All the examples and instances that are provided on the use of information for warfare and terrorism cannot compare with the use of methods like bombing, air planes and other convectional methods. However, the possible destruction that is likely to happen due to the development in technology cannot be ignored. The two concepts, cyber terrorism and information warfare are based on computer and information technology.It is a known fact that technology is developing at a very speedy rate. As a result, the technology applied in both cyber terrorism and information is not the same way it was when the two concepts were developed. It is also a fact that they are likely to be more complicated and destructive. While most countries there are development of cyber warfare capabilities, there are individual factions and groups that are developing cyber terrorism capabilities (Che, Deng, Chao and Huang, 2009). Both cyber terrorism and information warfare are destructive processes that can cause terror and damage in a place or country where they are applied.Despite the fact that cyber terrorism is not likely to cause the kind of destruction like what took place during the September 11 attacks, they are likely to cause a security scare to the public. For example, it is possible for hackers to wage terrorism atta cks by hacking into hospital systems (Brenner, 2006). Another way that this can be carried out is by launching sequenced, coordinated attacks shutting down Automatic Teller Machine systems and other financial systems in selected towns or cities.When this is carried out in a large-scale, it can be realized that this is not a random act, but an organized terrorist attack. This can lead to panic about the security and economic damage to a country. Same case with information warfare; despite the fact that unlike cyber terrorism information warfare is not aimed at harming civilians and properties, it leads to both direct and indirect effects to countries they are aimed at and their citizens. Just like cyber terrorism, information warfare causes panic on the public as well as other economic effects on the country (Collin, 1996).For example, where transmissions are hijacked to pass on hate information or other destructive information, it is possible for people to be very scared for their s ecurity. Attacking economic sectors using information technology during war or as a weapon endangers the economic status of a country. In fact, paralyzing the information sector of a country leads to massive economic costs to that country. This means that these two applications of computer and information technology are very destructive and costly to the affected country (Lewis, 2002).Both cyber terrorism and information warfare are complex problems that need to be addressed very first in national security policies. They are becoming more sophisticated and require sophisticated means to counter. They are both attacks that can paralyze the infrastructure of a country completely. The use of information for terrorism and warfare is based on the premise that information has become a very crucial resource in development and has been relied upon by countries and organizations in their daily operations (Collin, 1996).The attackers have come to realize that the best part to hit and raise ha voc is the information technology sector. The information technology sector has become the most vulnerable point that can be hit to feel the greatest effect. Studies have found out that susceptibility of information networks and the critical infrastructure have put national security in dire risk. This can be supported by the fast growth in technology and its spreading to the economic sector of many countries. This is usually the target of cyber terrorism and information warfare.The users of these two applications of computer technology targets where a country will feel the most effect when hit. This is no better than the information sector of their target (Brenner, 2006). It is easy to spot real-world terrorism just as it is to spot real-world warfare. When dealing with real-world acts, terrorism or warfare is easier to identify, thus making it easier to counter. Where a real-life attack is carried out it is possible to know that the government is either dealing with terrorism or wa rfare. Simply put, it is easy to identify terrorism or warfare in the real-world.This is not the case with cyber terrorism or cyber warfare. Where these takes place, it is not possible to immediately identify what one is dealing with. There are no people who are physically available to carry out the acts. When a real-world terrorist attack is carried out, there will be a suicide bomber who hijacks a plane or bombs a building. In real-world warfare, there are military personnel with characteristic attire and characteristic badge. This way, it will be possible to tell that it was a terrorist attack or war against a particular group or country.This is not the case with cyber terrorism and information warfare (Lewis, 2002). The activities are carried in secrecy and most of the times unless someone claims to be involved, it might be difficult to identify the perpetrators. In case of information warfare, it might be hard to identify the country involved in the attacks. It is then possible that a country could be a target of cyber terrorism or information warfare and not even be aware of it. The two applications are complex and cannot be easily identified and dealt with (Che, Deng, Chao & Huang, 2009). DifferencesThe primary focus of information warfare is not to inflict injuries or death to civilians and property. Information warfare is not aimed at demoralizing or intimidating civilians. Cyber terrorism is aimed at the achievement of a particular objective. This is done mostly through intimidation and any other means as long as the message is communicated. Injuring people, causing death, and damaging property is one of the ways used to communicate the message. They achieve their objectives by destroying as much life and property as possible. Cyber terrorists do not mind the lives that will be lost or the damage that will be caused in the process.For instant, the terrorist attacks in Romania. This happened at an Antarctic research center where terrorists accessed th e computer resources that controlled life support systems. In the process, the lives of 58 scientists were put in danger (Kalathil & Boas, 2003). However, the perpetrators were stopped before a serious harm was caused. Terrorism generally is a destructive act that is carried out for selfish purposes, while information warfare is an act that is aimed at protecting a country from destruction by its enemies (Lewis, 2002).Information warfare is legal and mostly designed by the ministry of defense as a weapon of defense to a nation in time of war. As already mentioned, it is the use of technology to gain competitive advantage over the opponents. This means that it is not an illegal means of attack, like cyber terrorism. Most of the time, information warfare is carried out by the conventional military force. There are for example some nations that have trained or are training people who are referred to as hacker warriors. These hacker warriors are used in time of war to wage attacks again st enemy nation-states.Cyber terrorism on the other hand is dangerous and unlawful attacks towards a target group to further some selfish objectives. Cyber terrorism is carried out by people who are part of a faction that is united by an obligation to a particular political philosophy. The distinguishing factor from cyber terrorism is that war is a struggle between countries or nations states (Che, Deng, Chao & Huang, 2009). Information warfare is meant to be a collateral event. This means that the information attacks are aimed at protecting one’s country and its citizen.During war, the aim of the fighters is to protect one’s country and its people from adversaries. This means that the objective of information warfare is very different from that of cyber terrorism. In most cases, cyber terrorism is not a collateral event. It is used for selfish objectives of the attacking groups. It is also important to note that most of the times cyber terrorism is not initiated by la wful combatants. This means that the perpetrators do not operate legally as is the case during war (Brenner, 2006).Cyber terrorism is aimed at causing damage and harm to a target group for a particular objective of the attacking groups. Some of the objectives of cyber terrorism include ideological, political, religious, and in some cases economical. Unlike in cyber terrorism, war is restricted to attacks between groups (armies) who act on behalf of their countries in the war. The use of technology in this case is aimed at the army or armies of the enemy nations. In warfare, the use of information is rational and justifiable, unlike the use of terrorism attacks where the acts are irrational and cannot be justified (Lewis, 2002).Cyber terrorism is basically one-sided. This means that in most cases cyber terrorism cannot be reciprocated. In most cases, its anonymity characteristic makes it hard to find out the perpetrator(s). Cyber terrorism is aimed at a specific population to further the objectives of the attacker. On the other hand, information warfare is aimed at attacking adversaries. This means that unlike cyber terrorism, it is aimed at triumphing against one’s enemies. It is used against opponents during war and is just limited to that purpose (Che, Deng, Chao & Huang, 2009).Conclusion This aim of this paper was to make a comparison and contraction of the two concepts that apply information computer technology, cyber terrorism and information warfare. The two concepts differ in definition because while cyber terrorism is the use of computing resources to engage in terrorist activities, information warfare is defined as the use of computer technology to wage war. These concepts have a lot in common, from being based on computer technology, to the kind of effects they are likely to cause to a country and its people.They are both destructive effects of information and computer technology. They are however different from their motive, to the kinds of p eople who carry out the attacks. While cyber terrorism is an unlawful act aimed at causing intimidation in achievement of different objectives, information warfare is a lawful activity carried out by military personnel aimed at coming out victorious over opponents. These two activities have led to a security scare around the world due to the effects that they lead to. They are concepts that are supposed to be address in national security policies as a matter of urgency.Despite the fact that they have not become so open in the society today, with a few remote cases being reported, with the development in technology and over reliance on technology in different sectors, it is possible that they will increase. There is need to develop more sophisticated technologies to counter this. References: Brenner, S. (2006). C3: Cyber crime, cyber terrorism and cyber warfare. Retrieved on May 11, 2010 from http://cyb3rcrim3. blogspot. com/2006/06/c3-cybercrime-cyberterrorism and. html Che, H. , De ng, D. , Chao, H. & Huang, Y. (2009).â€Å"Next Generation of Terrorism: Ubiquitous Cyber Terrorism with the Accumulation of all Intangible Fears,† Journal of Universal Computer Science, vol. 15, no. 12. Collin, B. (1996). The future of cyber terrorism. Paper presented at the 11th Annual International Symposium on Criminal Justice Issues, University of Illinois at Chicago. Kalathil, S. & Boas, T. (2003). Open networks, closed regimes. Washington DC: Brookings. Lewis, J. (2002). Assessing the Risks of Cyber Terrorism, Cyber War and Other Cyber Threats, Washington DC: Center for Strategic and International Studies.

Advertising and Older Consumers: Image and Ageism

In past years the market that most advertisers aimed towards was the Gen X group. Now many advertisers are shooting at the even younger Generation Y. The interesting thing is that many of these products advertised are items that all generations use, such as food, soft drinks, clothing, cars, entertainment, etc. Rarely are older generations revealed using these products in print ads or commercials. The Issue: This creates the issue to advertisers that they stereotype older generations and reinforce society's misconception that people over 50 are feeble, pitiable, or incompetent. In many cases advertisers do just this. Remember the commercial for Lifecall emergency alert device in the early 90's where the elderly Ms. Fletcher fell in her bathroom and, while lying there helpless, she calls out, â€Å"I've fallen and I can't get up.† Despite the importance of this product to seniors who live alone, the commercial quickly became the brunt of many jokes, including skits on Saturday Night Live and the Tonight Show. Could Lifecall have designed a better advertising campaign that would not have alienated or mocked its target market? This brings up the question of whether advertisers have a responsibility to change the mindset that being over 50 is old? Are they responsible to change the way society views 50+? Can they even change society's views of 50+? Absolutely! By utilizing cross-generational advertising, marketers can benefit the consumers, companies, advertisers, and society as a whole. The Stakeholders: 50+ Consumers – The nature of the 50+ age group is rapidly changing. Humans are living longer and are more active than ever before. They don't feel old and feeble, so why would they want to support product advertising that makes them appear weak and vulnerable? They don't. Advertisers/Corporations – Advertising is the primary source that companies use to inform and educate the public about their product while influencing consumers to purchase it. In the past marketers have primarily advertised towards younger generations because they have more impulsive buying behaviors. Also, according to the case, many executives in the marketing field are from younger generations; therefore, they create advertising campaigns with which they can identify. Society – The overall public, including the target market, views marketing campaigns. Almost everyone has access to publications and television that contain advertising directed at specific groups. For example, children watch the programs their parent's watch and parents watch children's programming. We are all exposed to advertising that might or might not be directed towards our generational market and it influences our opinions about those groups. Utilitarianism Theory: Cross-generational advertising is a method of marketing that illustrates many generations using the same products without segregating or degrading any generational groups. This will produce the greatest long-term benefits to the most number of stakeholders. First, using models from Generation Y through the GI Generation will create awareness and a better understanding of age diversity in the consumer market. In turn, stereotypes of older generations will be broken. This could lead to a social and economic breakthrough. Older generations will feel more accepted in society and will have the urge to be more active. As they become more active, greater consumer spending is generated which benefits the corporation's overall profits and its stockholders. Free Market Theory: According to the IPC Magazine survey identified in the case, 62% of women prefer to see women their own age advertising products towards them1. In addition the over-50 age groups claim the majority of wealth and generate over 51% of consumer spending in the United States2 (see Graph). If companies would advertise using over-50 models and actors, brand recognition would be established because the older consumers would identify with the advertisement and therefore purchase the product. If you look at this from a company's perspective, there is a substantial market vying for cross-generational advertising. Since the company exists to make money for its shareholders, what would be better than to target the market that possesses the greatest wealth and majority of consumer spending? Rights Theory: Companies have the right to advertise their products to the target markets of their choice. At the same time the consumer has a right to be informed without being misled or deceived. In many cases the messages that advertisements relay give consumers misperceptions about a particular generational group. For example, the majority of pharmaceuticals are advertised using 50+ models. Rarely are these models used for products such as apparel, soft drinks, or new cars. This gives the general public the misconception that anyone over 50 is sick, weak, and unable to use the products that â€Å"everyone† else uses. Justice Theory: When reviewing ageism in advertising, the over-50 population is treated less equitably. A cross-generational marketing strategy would allow 50+ models to advertise everyday products while still appealing to younger markets. This would compensate for past injustices to older generations by finally giving them an accurate portrayal in the media. Marketing campaigns could also incorporate models from different generations to distribute equal time and equal representation in advertising. In the end, future retribution will be given to millions of older Americans as age discrimination in the media is diminished. Social Contract Theory: In the end, advertisers need to gain the trust of their consumers. As long as they continue to mock older generations or ignore them all together, they run the risk of â€Å"punitive reactions – consumer boycott, regulation, media hostility, financial loss, and above all loss of reputation1.† They also owe society a picture of reality when it comes to the aging population. The Baby Boomer generation, with a population of 76 million, is the largest and most economically powerful demographic group in the US3. As a majority of this group has already passed the 50-year mark and the rest are soon to follow, an accurate depiction of our modern day aging process is needed because eventually everyone will pass through these same life stages.

Thesis1

READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST 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 Education Major in English by: Magallanes, Neressa B. Manago, Annie Vie A. Minor, Ma. Airene M. Sarinas, Mary Grace C. Villanueva, Elsa L. Villanueva, Lyn G. ACKNOWLEDGMENTS The researchers would like to take this opportunity to extend their heartfelt gratitude to those who contributed in the success of the study.To   our   parents   and   family,   for   loving   and   supporting   us   morally   and   financially. To Dr. Gaudencio L. Lat   for   being   considerate   and   understanding   in   the administration   of the   study. To Professor Honeylie Buitre and Professor Mary Grace Laugico, for giving insights and helping us in the statistical treatment. To Professor   Edwin   Paming   for   allowing   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   completion   of   the   study. To Mr.Ronnie Batiao for his assistance, valuable advices, and generous support. To   Ms. Annie Vie Manago,   for   letting   us use   her   laptop   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   teachers,   for   sharing   their   knowledge   and   intelligence   with   the   researchers. To   our   classmates,   for   sharing   ideas,   concepts   and   even   mom ents   inside   and outside   the   classroom. The Researchers Vocabulary skills, in particular, are important.Why is it important? What are the advantages one can get from gaining a wide range of vocabulary? How do we learn from reading materials? Is reading materials a significant factor in one’s learning ability? It   is   a   fact   that   reading   materials   helps   in   developing   the   vocabulary   skills of   the   students. They   become   well   informed   by   reading   different   reading materials   such   as   educational   books,   journals,   newspapers,   dictionaries,   and magazines. Most   knowledge   is   transmitted   to   the   printed   page   or   electronically through   the   World   Wide   Web.However,   based   on the   results   of   the   study,   exposure   to   reading   materials does   not   necessarily   mean   that   you   are   skilled   in   terms   of   vocabulary. There are many   factors   which   needs   to   be   considered   such   as   the   age,   gender,   preferred reading   material,   reading   styles   and   socio-economic   status. The   main   aim   of   this   study   is   to   determine   how   reading   materials   help develop   vocabulary   skills   of   First   Year   Education   of   Pamantasan   ng   Cabuyao. How does their learning styles, age, socio-economic status affects the development of their vocabulary skills? Summary of Findings:The following are the findings of the study: 1. Majority   of   the   respondents   with   the   frequency   of   38   at   38%   belong   to   17 years of   age. Female   respondents   register   at   a   frequency   of   80   comprising   80%   of   the total   number   of   the   respo ndents. 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   read books with   weighted   mean   of   3. 81,   which   implies   that   the   students   often   read books   rather   than   magazines,   dictionaries,   journals,   and   newspapers. . In   a   series   of   test   conducted,   it   shows   that   book   is   the   common   reading material   read   by   the   students   which   helps   in   developing   vocabulary   skills. 4. The   comparative   analysis  Ã‚   resulted   in   the   significant   relationship   between   the exposure   to   the   different   reading   materials   and   vocabulary skills   development   of the   respondents. 5. The   results   of   the   series   of   the   tests   revealed   that   silent   reading   is   the   preferred   reading   style   of   the   students   which   helps   them develop   their   vocabulary   skills,   with   a   weighted mean   of   2. 3   and   is   verbally   interpreted   as   the   highest   rank   among   other   reading styles. Summary of Conclusions: Based   on   the   above   stated   results   of   the   investigation,   the   following   conclusion are   drawn: 1. A   typical   respondent   of   the   study   is   a   female  Ã‚   First   Year   Education   student   of Pamantasan   ng   Cabuyao   belonging   to   the   age   of   17. Furthermore, the   results  Ã‚  Ã‚   showed that   more   or   less   half   of   the   respondents   belong   to   the  Ã‚   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  Ã‚   newspaper  Ã‚   which could   help   them   in   developing   their   vocabulary   skills. 3. The   common   reading   materials   has   no   bearing   on   developing   vocabulary   skills   of  Ã‚   the First   Year   Education   students   at   Pamantasan   ng   Cabuyao. 4. Different   reading   materials   has   no   bearing   on   developing   vocabulary   skills   of  Ã‚   the First Year   Education   at  Ã‚   Pamantasan ng Cabuyao. 5.Silent,   oral,   and   extensive   reading   are   the   top   three   that   is   most   preferred   reading styles   of   the   First   Year   education   Students   at   Pamantasan   ng   Cabuyao  Ã‚   that   helps develop   their   vocabulary   skills. Recommendations: Based   on   the   result   and   conclusion   of   the   investigation,   the researchers   hereby recommend   the   following:   1. The   school   must   provide   interesting   reading   materials   appropriate to   the   age   of   the   students  . Therefore,   the  Ã‚   reading   materials must   be   of   general   interest   to   all      readers  Ã‚   both   female   and   male.Reading   materials   that   contains   interesting   facts   and   trivia’s   tend   to   attract   readers   from both   gender. The   results   also   shows   that   most   of   the   students  Ã‚   from   the   College   of Education  Ã‚   belongs   to   the   middle   class,   butà ‚  Ã‚   it   does   not   mean   that   those   students  Ã‚  Ã‚   from low,   higher   and   highest   class   should   be   satisfied   with   their   vocabulary   skills. They   are recommended   to   read   more,   especially  Ã‚   English   in   order   for   them   to   improve   their vocabulary   skills   that   will   be   necessary   in   their   future   professions.It also recommended that the government should provide reading materials in every schools. 2. The  school  must  provide more  interesting  reading materials in the library and the teachers should require to their students to go in the library to read newspapers, journals, magazines, books, and dictionaries. They   will   be   motivated  Ã‚   to   read   if   the   reading   materials   provided   for   them concerns   the   affective   domain. 3. More   reading   and   vocabulary   e xercises   are   recommended   for   further   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  Ã‚   teachers should  Ã‚   promote   and   motivate  Ã‚   the   students   to   read   other   reading   materials. Teachers 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 make as a daily habit in order to develop their vocabulary skills.Also recommended   that teachers   should   consider   the   different   reading   materials   that   will be   used   and   its   significance, they   should   consider   the individual   differences  Ã‚   of  Ã‚   the   stud ents   in   motivating  Ã‚  Ã‚   them   to   read. 5. The  reading  styles of the  students should  continuously indulge  Ã‚   themselves   in   reading   for them  to   improve   their   vocabulary   skills. Although   some of   the  Ã‚   respondents   got   average   scores   in   the   test, it   is   not   a   reason   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   effective   teachers   in   the   future. TABLE   OF   CONTENTS PAGE TITLE PAGE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ i APPROVAL SHEET†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ii ACKNOWLEDGMENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iii ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iv TABLE OF CONTENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. v LIST OF FIGURES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. vi LISTS OF TABLES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. vii Chapter I: THE PROBLEM AND ITS BACKGR OUNDIntroduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Background of the Study  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Hypotheses of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Objectives  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scope and Delimitations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 5 Significance of the Study  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Theoretical Framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Definition of Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Chapter II: REVIEW OF RELATED LITERATURERelated Local Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 Related Foreign Literature  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Related Local Studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 Synthesis of Related Literature and Studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 Chapter III: RESEARCH METHODOLOGY Research   Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Respondents   of   the   Study  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Data   Gathering   Tools/Instrument†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 Data   Gathering   Procedure Statistical   Treatments   of   DataChapter   IV:   PRESENTATION,   ANALYSIS,   AND INTERPRETATION Profile   of   the   Respondent†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 Statistical   Treatment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦27 Reading   Styles   of   the   Respondents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 Chapter V:   SUMMARY, FINDINGS, CONCLUSIONS, AND RE COMMENDATION SUMMARY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦32 CONCLUSIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 33 RECOMMENDATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 APPENDICES Bibliography Survey   Questionnaire Curriculum   Vitae LIST OF FIGURES FIGURE 1:   CONCEPTUAL PARADIGM LIST   OF   TABLES 1. Table 1. . The percentage distribution of the respondents according to age. Table 1. 2 The percentage 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 fr equency 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   subjects   taught   in   school. It   Ã‚  is   also an   instrument   in   understanding   the   different   subject   areas   like   arithmetic,   science, social studies,   English   and   other  Ã‚   subjects   depending   on   the   ability   to   read. Some   students are able  Ã‚   to   sound   words   although   they   do   not   know   what   the  Ã‚   word   means. In   the   real sense   this   is   not   reading,   what   the   students   do   is   nothing  Ã‚   but   word  Ã‚   calling (Galves,2005).When we read, th ere must be comprehension, otherwise no learning takes  Ã‚   place. Some of the students nowadays are fond of reading books. Some   understand what   the   author   wants   to   convey   while   others   cannot,   others  Ã‚   just   simply   read   it   without analyzing   the   words  Ã‚   used,   or   simply   for   fun   and   entertainment   only. On   the   other   hand, some would consider it as a habit. Reading   books   affect   the   student’s   or   learner’s   way   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 good hobby, yet it needs proper parental guidance to prevent the child or youth in reading books   or   any   reading  Ã‚   material   which   is   inappropriate   for   their   age   level . Students   often get   addicted   in   reading,   especially   pocketbooks,   and   tend   to   disregard   their   assignments and   even   their   duties   at   home. Reading   is   a   good,   meaningful   and   relaxing   way   of   spending   your   past time, instead   of   playing   cards ,   window   shopping,   and  Ã‚   hanging   out   with   friends.By   reading, you   will learn   more,   it   will   broaden   your   mind   and   help   you   understand   what   is   the reality of   life. Sometimes,   it   changes   people’s   perception   or   views   in   life   and   somehow 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   get ting   information   and idea   from   the   text. Many   people   think   of   reading   skills   which   is   taught   once  Ã‚   and   for all   on   few   years   of   school.More often credits (or  blame)   for   students   reading   ability goes   to   primary   teachers. Upper elementary and secondary school teachers at grade level only   need   to   teach   new   concepts   relevant   to   their   students   ability   to   comprehend. See this way, reading  Ã‚   process; readers decode each word in a text and then automatically comprehend   the   meaning   of   the   words   as   they   do   their   everyday  Ã‚   spoken  Ã‚   language. Reading  Ã‚   makes  Ã‚   our  Ã‚   mind   active   because   it   is   significant   to   apply  Ã‚  Ã‚   the   acquired knowledge  Ã‚   in   our   daily   lives.Our  Ã‚   imagination expands  Ã‚  Ã‚   and enhances  Ã‚   our cognitive ability through what the readers have read. Also,   through   reading ,   ability   to   analyze   and evaluate   the   text   to   criticize   or   make   some   conclusion   is   also   developed. In  Ã‚   reading, you  Ã‚   recognize the structure of grammar. A   child   exposed   in  Ã‚  Ã‚   reading   earlier   in   his/her childhood  Ã‚   stage  Ã‚  Ã‚   provides   exercise   in   his/ her   mind. It   Ã‚  also develops their cognitive ability and improves their intelligence.It   is   for   this   reason   that   the   researchers   will   undertake   this   study   and   use the   first   year   Education   students   as   the  Ã‚   respondents;   the   purpose   is   to   find   out   how students   would   cope   with   their   education   by   means of   determining   the   reading materials  Ã‚   that   could   enhance   the   vocabulary   of   the   students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to:    1. 1  Ã‚  Ã‚  Ã‚   Age 1. 2  Ã‚  Ã‚  Ã‚   Gender 1. 3  Ã‚  Ã‚  Ã‚   Socio-economic status 2. To determine   the   kind   of   reading   materials   being   read   and   the  Ã‚   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   ascertain  Ã‚   the   reading   styles   of   the   students   in   developing   vocabulary   skills. Statement of the Problem This   study   will   attempt    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   profile   of   the   respondents   in   terms   of: 1. 1  Ã‚  Age; 1. 2 Gender; and 1. 2  Ã‚  Socio-economic Status? 2. What 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:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   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  Ã‚   developing vocabulary   skills   of   the   students? 5. What   are   the   reading   styles   of   the   students   which   helps   them   to   develop   their  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   vocabulary   skills? Hypothesis of the Study To   be   able   to   answer   the   above   questions,   the   study   divided   the   following hypothesis. Null   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  Ã‚   vocabulary   development   of   the   r espondents   when grouped according  Ã‚   to: 1. 1  Ã‚  Age; 1. 2  Ã‚  Gender 1. 3  Ã‚  Socioeconomic   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   ascertain  Ã‚   the   reading   styles   of   the   students   in   developing   vocabulary   skills. SCOPE AND LIMITATION This   study   limits   its   coverage   on   first   year   Education   students   at   Pamantasan ng Cabuyao,   Laguna. It’s   main   purpose   is   to   determine   the   effectiveness   of   reading materials   in   developing  Ã‚   vocabulary   skills   of   the   respondents.In   this   study,   the researchers   limit   the   use   of   English   reading   materials   on   the   following:  Ã‚   educational books,   journals, magazines,   newspapers,   and   dictionary. The   researchers   limits   their   reading styles   in   oral,   silent,   scanning,   skimming,   extensive,   and   intensive   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   res earch   study   wants   to   gain   information   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  Ã‚   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  Ã‚   of   the   study   could   help instructors   and   professors   to   identify   the   reading   materials   being   used   where   they have   to   apply   certain   techniques   and   strategies   in   relation   of   developing   vocabulary skills. Students. The  Ã‚   result  Ã‚   of  Ã‚   the   study   may   provide   the   concerned   pupils how to   broaden   the   vocabulary   skills. Theoretical framework: Robert   Gagne’s   Information   Processing   Theory   or   Information-processing Approach  Ã‚  (1950).The   two   theoretical   ideas   considered   fundamental   to   cognitive  psychology   and   information processing   framework   were   â€Å"chunking†Ã‚   and   the  Ã‚  test-operate- test-exit   (TOTE). Chunk   is   any   meaningful   unit   of   information   and   is   good   or  appropriate   for   the   capacity   of the   short-term   memory,   like   for   example   familiarizing   any  digit,   word,   chess   positions,   or   students’   faces. It   implies   that   short-term   memor y   could  only   hold   5-9   chunks   of   information   either   seven   plus   or   minus   two. TOTE   can   possibly  replace   the   stimulus   response   as   fundamental   unit   of   behavior.Here,   there   is   aconduction   of   testing   cycle   which   is   repeated   for   several   times   to   determine   the   success  of   its   operation   until   the   goal   is   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   these  things   reach   their   full   development. This   theory   likened   the   mind   to   a   processing   system  where   knowledge   i s   represented   in   the form   of   symbols.It   is   important   to   study   information-processing   approach   in   order   to   understand how   information   is   encoded,  Ã‚   processed,   stored,   and   retrieved. In  Ã‚  sensory   registers, information   from   external   environment   is   represented   in   its   original   sensory   form   where there   is   a   separate   register   for   each   sensory   modality   like   visual,   auditory,   tactile, kinesthetic,   or   olfactory   that   can   hold   large   amount   of   information,   yet   only   for   a   matter of   milliseconds. Information   can   be   lost   at   the   end   of   that   time   unless   it   can   be described   during   the  Ã‚  pattern   recognition   process.Short-term Memory   System  (STM)   functions   in   two   important   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   known   as   the  Ã‚  working   memory,   the   short-term memory   system   has   a   smaller   capacity,   but   its   representations   are   more durable. In STM,   we   utilize   different   strategies   and   techniques   to   remember   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   data,   we   can   store   them in   the  Ã‚  long-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   episodic   and   semantic   knowledge. There   are   several   ways   to develop/strengthen   the   short-term   memory   system   these   are   repetition,   chunking, identification   of   logical   patterns   Brownell (2002).The   Long-term   Memory   System  Ã‚  (LTM)   is   a   warehouse   of   knowledge. It   is   also known   as   data   bank   that   stores   information   likened   to   a   floppy   disk,   hard   desktop   USB that   stores   huge   amount   of   information. When   we   perceive   something   with   our   sensory modalities,   we   are   able   to   form   and   arrange   information   in to   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   context   so   we   can   understand   the everyday   occurrences.For   sensory   input   to   be   effective,   all   our senses   should   be   fully operational. A   student   who   cannot  Ã‚   see   or   hear   better   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   produce   a   fact,   a   word,   or   other item   from   me mory. Fill-   in   -the-   blank   tests   require   that   you   recall   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  Ã‚   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   words   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 words  Ã‚   into   chain   of   related   ideas. Decode  Ã¢â‚¬â€œ Figure out how to pronounce. Education  Ã¢â‚¬â€œ 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  Ã‚   success.Extensive reading. Comprehensive  Ã‚  reading   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 strategy which is   characterized   by deliberate attention and   Ã‚  Ã‚  deep   concentration. It   is   reading   for   details. Learning. This   refers   to   the   psychological   activity   in   development   such   as acquisition   Ã‚  of  Ã‚   symbol   knowledge   or   motor   skills,   and   as   intellectual and   Ã‚  creative   process.Long   term   memory. Warehouse   of   knowledge   and   also   known   as   data   bank   that   stores information  Ã‚   likened   to   floppy   disk,   hard   disk,   or   USB   that   stores huge  Ã‚   amount   of   information. Reading. Refers   to   the   recognition   of   printed   or   written   symbol,   which   serve as stimuli  Ã‚   for   the   recall. Reading  Ã‚   Interest. This   refers   to   the   pleasure   or   enjoyment   of   someone   when   interprets or understand   a   reading   materials. Sensory  Ã‚   Register. Information  Ã‚  Ã‚   from external environment is represe nted   in   its   original sensory  Ã‚   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  Ã‚   strategy,   skimming   refers   to   the   method   of   glancing   rapidly through  Ã‚  the   reading selection or text for the purpose of   extracting   the thought , the   gist   or   main   points. Short   term memory. Temporarily stores information for the learner’s use, also known as  Ã‚   the  working   memory. It   has   a   smaller   capacity   but   its representations  Ã‚   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 Rea ding   is   a   dynamic   process   in   which  Ã‚  Ã‚   the   reader   interacts   with   the   text   to construct  Ã‚   meaning. Inherent   in   constructing   meaning   is   the   reader's   ability   to   activate prior   knowledge   use reading   strategies   and   adapt   to   the   reading   situation. (Ma. Cecilia Crudo 2005) Foreign   LiteratureThe   importance   of   vocabulary   to   life   success   makes   it   of   practical   importance   for Investigation   (Hoff 2007). Executive   functioning   refers   to   a   variety   of   related   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   focused   attention   (National Institute   of   Child   Health   and   Human   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   frontal   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,   increasing   levels   of   shyness   may   be   associated with   a   decreased   ability   to   focus   attention   on   the   task   at   hand.Exploration   of,   and   engagement   with,   the   environment   fosters   the   developm ent   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   many   opportunities   for the  Ã‚   development   of   vocabulary.Indeed,  Ã‚   research  Ã‚   has   repeatedly   supported   the proposition   that   opportunities   for   productive   activity—the   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   enrichment–are   positively   related   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   produce   a   fact,   a   word,   or   other item   from   memory. Fill-   in   -the-   blank   tests   require   that   you   recall   items   from   memory. in   recognition. RELATED   STUDIES Foreign   Studies According   to   Ehri and Rosenthal (2011),  Ã‚  an   experiment   with   different   assignments was   conducted   to  Ã‚   examine   the   effectiveness   of   a   technique   to   acquire   unfamiliar   English vocabulary   words   during   text   reading.Lower   socio-economic   status,   language   minority fifth   graders   (M = 10   years,   7   months   n = 62)   silentlyà ‚   read   eight   passages   each   focused 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   check   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   poorer   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   same   school   described   the   strategies   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   application   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   likely   to   use   this   strategy unless   Ã‚  instruc ted   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   contextualized   words that   appear   with   more   clues   learned   better   and   consequently   kept   longer;   finally,   it sought   to   explore   whether   instructio n   could   lead   to   increase   in   incidental   vocabulary learning   in   the   text. To  Ã‚   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   keep   and retain   them   in   the   long   run.Beck,   McKeown and Kucan, (2002), there   is   tremendous   need   for   more vocabulary   instruction   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  Ã‚   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 knowing   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   comprehension and   determines   how   well   students   will   be   able   to   comprehend   the texts   they   read   in middle  Ã‚   and   high   school. Comprehension  Ã‚   is far more than  Ã‚   recognizing words and remembering  Ã‚   their  meanings. However,   if   a   student’s   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  Ã‚   in   a text. Knowing at   least   90 percent   of   the   words   enable   the   reader   to   get   the   main   idea   fro m   the  Ã‚   reading   and guess what   many   of   the   unfamiliar   words   mean,   which   will   help   them   learn   new   words. Readers  Ã‚   do   not   recognize   at   least   90   percent  Ã‚  Ã‚   of  Ã‚   the   words   will   not   only  Ã‚   have difficulty   comprehending   the   text,   but   they   will   miss   out   on   the   opportunity   to   learn   new words.Piksuki  Ã‚   and   Chard   (2003),   young   children   naturally   learn   to communicate through listening  Ã‚   and  Ã‚   speaking. In order   to   make   the   transition   to   communicating   through   reading and  Ã‚   writing,   they   need   a   large   meaning   vocabulary   and effective decoding  Ã‚   skills. There   is an  Ã‚   abundance   of  Ã‚   research   evidence   to   show   that   an   effective   decoding  Ã‚   strate gy   allow student   not   only   to   identify   printed   words   accurately   but   to   do   so   rapidly   and automatically. Juel  Ã‚   at   al. 2003)   showed   that   while   teachers  Ã‚   in   kindergarten spent  Ã‚   considerable time   reading   and  Ã‚   discussing   books  Ã‚   to   children   with   below   average  Ã‚   vocabularies,   these activities   had   minimal   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 â€Å"instructional   read   aloud†Ã‚  Ã‚   to   read   aloud   events   where,   to   stimulate   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   to  Garcia (2006)  Ã‚  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   said   to   truly   occur.Dr. Thomas   C. Barrett   developed   a   taxonomy   now   popular   known as   â€Å"The   Barrett   Taxonomy   of   Re ading   Comprehension†Ã‚   to   meet   the   needs   of   teachers and   instructional   materials   developers  Ã‚  Ã‚   who   wanted   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   writer’s   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  Ã‚   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   difficulty  Ã‚   and   complexity   of   thinking – with   literal   comprehension   as   the lowest   level   while   creative   comprehension   at   the   highest. Thus,   comprehension   is   not   just â€Å"understanding,†Ã‚  Ã‚   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 â€Å"of   what   is   read.    And   fully   gain   from   the   reading   experience   and enjoy   it   as   well,   the reader   must   go   beyond   the   literal   level   of   comprehension   and   reach   the   heights   of   the creative   level. In   some   classroom,  Ã‚  teachers   are   trying   out   several   techniques   to   see   which would   facilitate   comprehension   –   language   experience,   dimensional   approach,   program instruction,   diagnostic   – prescriptive   method,   semantic   webbing/mapping,   story   grammar etc. The   last   approach   seems   to   offer   possibilities   of   integrating   some   basic communication   skills   that   enhance   comprehension.A   careful   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   present  study   for   the   reason   of   presenting   the   definition   of   the   word   reading   and   its   significance  in   vocabulary   development,   the   importance   of   interests   in   reading   and   it   also   enumerated  different   reading   materials   which   is   subject   of   this   present   day.The   study   conducted   by  foreign   and   local   researchers   has   bearing   because   of the   other   similarities    of   other  variables   with   the   present   study. The     researchers   of   the   present   study   cleared   that   there  is   no   duplication,   the   similarities   are   necessary   to   find   out   if   the   findings   are   true   and  valid   in   other   places. Synthesis In reading, one must  possess  a  wide  range  of  vocabulary. A reader’s vocabulary is valuable in reading comprehension. A   reader   with   a   good   amount   of   words   in   his vocabulary   is   able   to   grasp   the   meaning   of   the   words.One   disadvantage   of   a   poor vocabulary   is   the   reader   will   consume   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,   validation, administration,   and   collection   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  Ã‚   method   is   to   measure   the   variable   or   factors   in   a   certain   study. Thus,   this   surv ey   can   measure   the  Ã‚   vocabulary   skills   of   Education   students   at Pamantasan   ng   Cabuyao. Respondents  Ã‚   of  the  StudyThe  Ã‚   subject  of  Ã‚   this  study   consisted   of selected First   Year   Education   students   at Pamantasan  Ã‚   ng   Cabuyao. Their   total   Ã‚  population  Ã‚   is   equal   to   130. The   proponents   is   able to   select   98   of   its   members 75%  Ã‚  of   their   total   number. In   simple   random   sampling   technique   was   utilized   in   choosing   the   sample members. In   determining   sample   size,   the   Slovin’s   formula   was   used. The   computation   of the   sample   size   was   given   below. N=  Ã‚  Ã‚   =  =  = 98 Where   n =   sample   size;   N = population   size;   and   e = margin   of   error   (either   0. 01   or   0. 05) Development  Ã‚   of   Research   InstrumentsIn  Ã‚  Ã‚   preparation  Ã‚   of  Ã‚   the  Ã‚   questionnaire   the   major   research  Ã‚   instrument  Ã‚   used  Ã‚  Ã‚   by   the researchers   is   the   consultation   of   several   knowledgeable   persons and   gathering   of information   through   educational   books. The   researchers   also   make   it   a   point   that   the items   are   sufficient   enough  Ã‚   to   answer   all the   specific   questions   under   the statement   of   the problem. After   the   final   draft   of   the   questionnaire,   the   researchers   submitted   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 que stionnaires   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   respective   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 analyzed and interpreted in the light of the goals of the   study. Validation   ofà ‚   Research   Instrument For   validation   purposes,   the   researchers   read   several   theses   and   consulted   English 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  Ã‚   the   data   gathering,   the   data   were   tallied,   analyzed,   and   interpreted   using statistical   tools. To   determine   if  Ã‚   there   is   a   relationship   between  Ã‚   exposure  Ã‚   to  Ã‚   reading  Ã‚   materials  and  Ã‚   vocabulary  Ã‚   skills   of     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Selected   First Year   Education   students   at   Pamantasan   ng   Cabuyao ,the correlation  Ã‚   was  Ã‚   established  Ã‚   using  Ã‚   Pearson  Ã‚   Coefficient  Ã‚   of Correlation. (http://davidmlane. com/hyperstat/A51911. html) The formula is Where: N –  number of respondents X –  first variable Y  Ã¢â‚¬â€œÃ‚  second variable r   -relationship The   following   are   the   statistical   treatment   applied   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: %=  Ã‚   x 100% Total   frequency 1. Percentage 2. Weighted   mean 3. Pearson   Value Interpretation   for   Computed   Mean |Weighted   Mean |Interpretation |Symbol | |0. 505-1. 500 |Never |N | |1. 505-2. 00 |Seldom |Se | |2. 505-3. 500 |Sometimes |So | |3. 505-4. 500 |Often |O | |4. 505-5. 500 |Always |A | 4. Test   of   Hypothesis Tc   l = r Decision   rule: At   5%   level   of   significance, If   tc

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