Relationship of Reading Comprehension and Word Spelling Ability among Grade 4 Students in San Jose Elementary School S.Y 2018-2019 / (Record no. 10096)
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| 000 -LEADER | |
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| fixed length control field | 02126nam a22002297a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250113072705.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250113b ph ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ada, Flordeliza A. |
| 245 ## - TITLE STATEMENT | |
| Title | Relationship of Reading Comprehension and Word Spelling Ability among Grade 4 Students in San Jose Elementary School S.Y 2018-2019 / |
| Statement of responsibility, etc. | Flordeliza A. Ada, Monica Faye S. Alcaraz, Ailene J. Espiel, Jazzilou R. Lorenzo, Maximo P. Maranan, and Michie Diane L. Muyot |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol 1 (1) pages 7-21 : |
| Other physical details | illustrations ; |
| 500 ## - GENERAL NOTE | |
| General note | I.ABSTRACT<br/><br/>The study was conducted to determine the reading and spelling ability among Grade 4<br/>pupils in San Jose Elementary School. This study utilized a Descriptive Quantitative Research<br/>Design. Data obtained were analyzed using the frequency distributions, percentage and Pearson<br/>R. Data were solely based on the 107 respondents from San Jose Elementary School. The study<br/>revealed that there was no significant relationship between the respondents’ reading<br/>comprehension and spelling ability. This implies that the respondent can understand what he/she<br/>is reading but does not know the correct spelling or the respondent can correctly spell the word<br/>but does not know what the word means. The following recommendations were offered: (a) that<br/>the school may have daily scheduled activities of reading using the Project ARC (b) that the<br/>teacher may conduct spelling activities to improve the spelling ability of the respondents (c)<br/>similar study may be conducted by the future researchers to find other variables that affect the<br/>reading comprehension and spelling ability of the students and (d) to have an enhancement<br/>program: (Project Spark) is recommended to enhance the reading comprehension and spelling<br/>ability of the respondents.<br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Reading Comprehension |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Word Spelling Ability |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Grade 4 Students |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Alcaraz, Monica Faye S. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Espiel, Ailene J. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lorenzo, Jazzilou R. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Maranan, Maximo P. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Muyot, Michie Diane L. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Date last seen | Uniform Resource Identifier | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Olivarez College Tagaytay | Olivarez College Tagaytay | 01/13/2025 | 01/13/2025 | https://drive.google.com/file/d/1dbClvP-VsZjkTyVYi5cy1XIERJO7-V0x/view?usp=drive_link | 01/13/2025 | Continuing Resources |