Saudi newspapers Al Riyahd and Alwatan Dissertation

Saudi newspapers Al Riyahd and Alwatan - Dissertation Example Decisive Storm, in the name of defending civilization, legitimacy, and humanity. Communication theorists have taken great interests in studying further the concept of framing theory in mass media. This is particularly because there is quite confused as to how this theory can be characterized in the theoretical and empirical perspective. In the earlier studies as that of Iyenger & Kinder (1987) and finally in McCombs, Shaw, and Weaver (1997), framing theory did not have much distinction between the concepts of agenda-setting theory. Agenda-setting theory is a communication concept, â€Å"which focuses directly on how media coverage leads to changes in the importance of different considerations†. Scheufele (1999) and another study DeVreese (2005), however, agrees that the framing concept has inconsistency in its application, especially in identifying the frames projected in the media. In a more developed study of Scheufele along with his colleague Tewksbury, the authors furthere d the distinction between Framing, Agenda Setting, and Priming based on how the progress of studying mass media effects. A most recent review from Borah (2011) expresses the even more pressing issues in the conceptual debates of framing theory. Amidst the vagueness of the concept of framing theory, this research considers how this theory can still explain the context of the effects of news on the audience. The framing theory encompasses the origin, evolution, presentation, and effects of frames (Tewksbury & Scheufele, 2009).

From world cities to gateway cities & Extending the boundaries of Coursework

From world cities to gateway cities & Extending the boundaries of Globalization theory - Coursework Example Still, there is a lack of attention paid to the cities with less number of populations than in the world’s largest cities. The crucial importance of Globalization theory in the modern context can be seen in its ability to transform the world’s society attitude to the gateway cities as potential global cities, but with their own cultural, political and economic potential. Thus, it is more interesting to discuss the way globalization causes a negative impact on â€Å"gateway cities†. This term, created by Grant (1999) and Grant and Nijman (2000) implies that any city may be a medium for economic, cultural and political relations exchange. Urban experience of the process of globalization has numerous peculiarities and it plays the same crucial role as the experience of the world’s cities (Short et al, 2000). The impact of globalization is evident is even in the small cities. Moreover, a process of globalization emerges in every city and influences on certain aspect of the cities. For example, Prague has been subjected to cultural globalization, Seattle, Sioux Falls were transformed into economic centers. A process of globalization is mediated by means of global cultural models.

George Bush Speech Analysis Essay Example for Free

George Bush Speech Analysis Essay George Bush begins the speech with a solemn address and informs the people of America about the tragic events that unfolded. The aim of this speech was to reassure the public that they are now safe and the perpetrators will be brought to justice. The use of inclusive pronouns, such as ‘we’ and ‘our’, is just one of the ways in which he builds a sense of unity and togetherness with the audience. He makes it feel like he is equal to them and shares their pain and will help them through their struggles. In the second paragraph, Bush begins on talking about the severity of the attacks. He speaks about the variety of people that died, ‘the victims were on the airplanes, or in their offices-secretaries, businessmen and women, military and federal workers, moms and dads.’ As well as the victims in the plane, he includes the hard-working office workers and the devoted federal workers who lost their lives trying to save others. He ends the line with ‘moms and dads’ and ‘friends and neighbours’, trying to get empathy from the audience that little children have lost their parents and ordinary people have lost their close friends. Later on, George Bush then gives a sense of hope to the nation. He says that the attacks demonstrate the strength of the country and says America is the ‘brightest beacon for freedom’ and that the attacks ‘cannot touch the foundation of America’. George Bush then tries to take a little credit in the emergency response by using the words ‘I implemented’ so that the people still support him as a president. Bush then reassures the public by saying that he will ‘take every precaution to protect our citizens’. He goes on to show the stability of the financial institution and economy. President Bush then expresses his gratitude to the workers and congressmen who joined him strongly in condemning these acts. He talks about the other world leaders who offered their condolences by thanking them dearly. The tragedy of 9/11 was an awakening for America. George W. Bush effectively used the emotions of a saddened country and was able to win over the hearts of many Americans. The rhetorical devices and inclusive pronouns he included in his speech create a definite feeling of reassurance with the general public.

Planning and Maintenance Problems

Planning and Maintenance Problems Plan and Maintenance Problem 1 To calculate to peak operative temperature in this room in August, some assumes are made before calculation: The operative temperature in adjoining rooms is equal to that for the module under consideration and hence heat glow occur only through the outside window-wall; The window will be open during the day and close at night; The thermal transmittance of the window frame is equal to that of the glass; There are no internal blinds, therefor the solar gain to the air node is zero (Sa =0) According to the equation (5.42), this calculation will be divided into three parts. First, find out the mean operative temperature. Second, find out the swing in operative temperature. And find out the peak temperature in the final. Calculation: Area: External wall = 3.08m2, Internal wall = 40.88m2, Internal floor = 19.8m2 Ceiling (intermediate floor) = 19.8m2, Glazing (include. frame) = 7.0m2 Volume of room = 55.44m3 Summed values: Summed area = 90.56m2 Summed U Value = 22.1/WK-1 Summed U Value = 321.2/WK-1 First part Mean operative temperature: Solar Gain through glazing (Table 5.7): = 0.62 x 177 x 6.3 = 691.36W Internal heat gain: = (792 + 1280 + 1584) / 24 =152.33W Fabric heat gain (Table 2.34(h)): = (3.08 x 0.49 x 26.9) + (7 x 2.94 x 19.8) = 448.08W Total gains to environmental node: = 691.36 + 152.33 + 448.08 = 1291.8W Total gain to air node: = 0 + (55.4 x 19.8) = 1097.7W Room ventilation conductance (Table 5.2): =1/3 x 3 x 55.44 =55.44WK-1 Thermal response factor for the room: = (321.2 + 55.44) / (22.1 + 55.44) = 4.9 Room conductance correction factor; = 3 [55.44 + (6 x 90.56)] / 22.1 + (18 X 90.56) = 1.09 Mean operative temperature at center of room: = [1097.7 + (1.09 x 1291.8)] / [55.44 + (1.09 x 22.1)] = 31.51K Second Part- Swing in operative temperature: Swing in solar gain (Table 2.30 and Table 5.7): = 0.44 x 6.3 x (603 – 177) = 1180.9W Swing in structural gain (Table 2.34(h), and given time lag factor (9.5h)); = [ (0.18 x 3.08 x 0.49) x (11.7 – 26.9) ] + [ (1 x 7 x 2.94) x (24.8 – 19.8) ] = 98.77W Swing in internal gain; = [ (2 x 80) + ( 10 x 19.8) ] – 152.33 = 205.67W Swing in ventilation heat gain: = 55.44 x (24.8 – 19.8) = 277.2W Total swing in heat gain to environmental node: = 1180.9 + 98.77 + 205.67 = 1485.3W Total swing in heat gain to air node: = 0 + 227.30 = 227.30W Mean-to-peak swing in operative temperature Room admittance factor with respect to operative temperature; = 3 [ 55.44 + (6 x 90.56) ] / [ 321.2 + (18 x 90.56) ] = 0.92 The swing in operative temperature at 12:30: (at 12:30) = [ 277.2 + ( 0.92 x 1485.3) ] / [ 55.44 + (0.92 x 321.2) ] = 4.68K Final Part: Peak internal operative temperature: = 31.51 + 4.68 = 36.2 °C As the result, the temperature is too high in the office space, some issues of shading or cooling should be required to reduce the risk of overheat. Problem 2 2a) During project handover, the operational risk management cycle starts with the first implementation procedures by creating the risk inventory through risk identification and risk assessment. Starting with risk identification and assessment, the better the risk assessment and the risk information gathered is structured; the more successful will be the future continuing reassessment process. Good results for risk evaluation are achieved if unit heads and risk or process experts agree on the valuation of the risk. Then, risk mitigation and control system is carried out in view to adequately assessing the impact of an identified risk on the organization’s business, one has to consider existing controls and mitigating measures that already reduce the likelihood or severity of the risk scenario identified. A risk mitigating measure is usually a one-time measure for which an implantation date and a responsible person are defined. Risk scenario, mitigation measure, control, and loss event help to keep track of the implementation steps. These results in improved transparency, efficiency and data integrity compared to the widespread solutions that typically create problems with regard to user access rights, data integrity and confidentiality. Followed by risk mitigation and control system is risk controlling and reporting. The goal of the risk management process is to keep identified risks in line with the risk policy and risk strategy approved by the Board of Directors and the executive team. This process could assure existing controls are actually performed and newly approved risk mitigating measures are implemented as planned. Lastly, followed by the above steps of operational risk management processes, simple risk aggregation and consolidation methods can be introduced. Grouping risks by categories to look for worst-case risk scenarios, consolidating risks across business units and evaluating dependencies, correlation or diversification potential between risks can be introduced already with relatively simple methods and are an important step towards an integrated risk perspective. Based on the structured risk information gathered and the integrated perspective on all relevant risks, mitigation measures and implemented controls, the risk manager is able to produce risk reports according to the need of any type of management level. 2b) There are a number of elements involved in the development and implantation of operational risks. They could be divided into Pre-handover activities and post-handover activities. The following responsibilities should be worked among the project sponsor, building owners, contractors and maintenance providers. Regarding Pre-handover activities: First, developing commissioning program which including the calibrating, testing and running of building systems, services and equipment to ensure the building is ready for use. Sometimes, the manufacturer’s representatives may be present on site to authorize the operation of services and equipment. To make sure the services and equipment have been correctly installed and functioning. Calibrating the control instruments and systems to ensure energy conservation and environment conditions are maintained. Second, transferring of documentation to the client is involved in the development and implementation of operational risks. For example, in terms of building service, the building documentation may include: statutory authority permits and approvals, including progressive building certifier approvals. Providing plant, equipment, services and system information and schedules, including recommendations regarding lifecycle costing, â€Å"as-built† building plans and commissioning data, service maintenance requirements, operation and maintenance manuals covering design and operating parameters, service maintenance schedules, maintenance and cleaning products, tools and spare parts. Third, the project contractors should assist the building owner or maintenance providers to determine the building maintenance requirements. Forth, develop handover training program to familiarize the building owner and maintenance provider personnel with building equipment and systems. It is a good practice as training sessions coordination could utilize the expertise of the design and construction teams such as subcontractors. Effective training will let the building users and owners obtaining knowledge to manage the building and its fixtures, fit-outs, equipment, services and systems. The training contents may include occupational instructions and coincide with the handover of building documentation. Regarding Post- handover activities: First, identify outstanding defects and rectify all outstanding defects prior to final completion. If defects or omissions are identified by the building owner after final completion. Second, monitoring maintenance and update building asset records is involved in the implantation of operational risks. Most building contracts have a defects liability period, typically for twelve months from the practical completion. Therefore, maintenance activity should be monitored and maintenance records should be continually updated to reflect any new defects and rectification works. And these records should be added into a defects report, including the details of maintenance activities undertaken. The certificate of final completion confirms that all contractual requirements have been met, including the rectification or acceptance of all outstanding defects and attendance to all omissions. Forth, project files and accounts are to be closed which allow easy auditing in the future. Substantial records created or received by the design and construction team must be sorted, indexed and recorded to create an auditable project trail. Care must be taken to store all financial records securely. Undertake final completion inspection to ensure satisfactory rectification of all outstanding defects. Last but not least, update and maintain asset register and other relevant asset management systems. Problem 3 3a) Operating temperatures The electrical energy produced by biomass gasification CHP plants can be consumed directly or injected into the network. The production of thermal energy can be specified at below: High-temperature heat (steam or thermal oil, up to 200 ° C) applies for industries which consume heat. Low-temperature heat (hot water at 90-95 ° C) applies for industries which consume heat, urban heating networks by hospitals, schools, government bodies, swimming pools, and industries linked to the wood sector that have co-products and thermal energy requirements. Cost The capital costs of the biomass CHP processes are much higher than fossil fuel fired CHP systems. Small-scale biomass CHP is undergoing trials in the UK. Biomass CHP offers a carbon saving potential for large sites (e.g. over 20 MWe). At these scales, biomass CHP will typically use steam turbines linked to district heating. Environmental regulation / considerations To apply biomass CHP, several matters should be considered. Provide a suitable supply chain for biomass fuel. The site access for large lorries delivering the fuel and storage space for the fuel. The route and mechanism to transport fuel from the store to the boiler and the plant room space around the boiler for cleaning. Integration into the building engineering system Building systems are usually connected to the network via a heat exchanger. Whilst there is some amount of thermal loss from the heat distribution infrastructure, the aggregation of small heat loads from individual buildings into a single large load allows the use of large scale heat technologies. 3b) A district heating scheme comprises a network of insulated pipes used to deliver heat, in the form of hot water or steam, from the point of generation to an end user. District heating networks provide the means to transport heat efficiently. They can currently be built up to around 30km from generating plant and distribution networks can be hundreds of kilometers long. The development of the district heating scheme is benefit to the community include avoided costs of energy, through the use of surplus and wasted heat energy, and reduced investment in individual household or building heating equipment. Problem 4 4a) CBM is a short form Condition Based Maintenance. It is a maintenance strategy that adopted the actual condition of the asset to decide what maintenance needs to be done. It acts as a condition monitoring since it provides an instantaneous indication of a machine’s condition, ensuring critical systems maintained in top condition and spot the upcoming of plant failure. More, it helps improve the conventional maintenance regime by evaluating indicative parameters of plant condition such as temperature, vibration, oil condition, power quality. CBM is a highly effective maintenance strategy which benefits to safety and reliability nature industries such as aircraft industry, semiconductor manufacturing, nuclear, oil and power etc. The advantages examples are stated as following: First, it enhances fault detection in many plant items. Second, it reduces failure rates, labour time and repair budgets. Third, by carrying out the CBM, it gains the greater understanding of plant performance, and thus improves the energy efficiency and worker safety. 4b) As mentioned in 4a), there are a lot of benefits by adopting CBM. Below are the five different CBM methods examples which would help enhance fault detection in plant items and reduce their failure rates. First, acoustic emission monitoring which monitoring defect the naturally occurring high frequency structure borne elastic waves which are produced in materials under some form of stress. Acoustic emissions are the stress waves measuring in dB at high frequency 20kHz to 1 MHz. The instrument is commonly used to listen and measure the acoustic signals emanating from items such as pump’s bearing to define the condition with the plant during it operation. It has a good signal to noise ratio and is not affected by background noise. Second, Vibration analysis which forecast the condition for most machines with moving parts and all rotating machinery has a degree of vibration due to difficulties in balancing the moving parts. For example, bearing degradation and misalignment, to assess plant condition to enhance fault detection and reduce failure rates. It measured in dB at lower frequency range of 100Hz to 10KHz. When faults begin to appear in plant items, the normal vibrations begin to show signs of change. When these vibration measurements are â€Å"trended† over a period of time, the change in the plant conditions can be seen as a graphical representation. It can indicate when lubrication is required, whether the lubrication has been successful and the condition of bearings. Moreover, any misalignment, loose components and other problems that cause the machine to vibrate can be detected, giving maintenance staff the chance to intercept faults and maximise the effectiveness of these tasks and their time. Third, application of Ultrasonic thickness testing uses complex electronic equipment to generate and detect reflections of ultrasonic vibrations from interfaces between materials. Any material that transmits mechanical vibrations can be tested. It is the best method in terms of cost-effectiveness and the ability to detect irregularities in a metallic system. For example, it can read its thickness by simply touching the steel with the measurement head. Contact is usually assured by first removing visible corrosion scale and then applying petroleum jelly or another couplant before pressing the probe against metal. It could detect the occurrence of pitting and cracks both internally and externally resulting from corrosion, microbial and chemical contamination and general wear and tear. Therefore, it avoids the possibilities of leaking and potential failure of critical systems. More importantly, the testing is used to inspect metal to determine quality and safety without destroying or compromising its integrity. Forth, Thermography could be used to evaluate plant condition by obtaining temperature observations of building service pant. The deviation in temperature at which particular pieces of plant operate is often indicative of plant condition. The radiation emitted from the surface of an object is a function of the object temperature with the infrared element of the radiation being measured and converted into an equivalent temperature. The thermal image is constructed from a multitude of point measurements. And the point temperature values are represented on a grey or colour scale. Last, Lubricant and fluid analysis. Microbes can induce corrosion of steel and non-ferrous metals or they can accelerate normal electro-chemical corrosion processes. This mechanism can be occurred directly or indirectly. The analysis will reveal things like oil contamination, incorrect fill levels, as well as a breakdown or degradation of the lubricant’s composition. The procedure is performed by taking a small sample of the lubricant from the machine in question and sending it to laboratory for aassessment of the presence of the organism. 1

Essay --

There is a process in plant agriculture that scientists intentionally make a replica of a gene of a plant or organism and places it into another plant or organism. This produces what we call a Genetically Modified Organism (GMO) or sometimes known as genetically engineered food. The modifications of the genetics in plants, livestock, and other organisms go as far back as 10,000 years ago and over time scientists have experimented with cross-breeding, researched how to create plants with desirable traits, and the first actual GMO was introduced to the market. There are currently eight crops commercially available from GMO in the United States. These crops include corn, cotton, soybeans, canola, alfalfa, sugar beets, papaya, and squash. There are several reasons as to why the crops are being genetically altered. Some of the reasons include making crops more resistant to disease, which will then result in a more efficient and higher production of crops, making them taste and look more a ppealing, and an abundance of other reasons. As of now, the labeling of Genetically Modified Organisms aren’t enforced. A major reason people would like foods who have been genetically modified to be labeled is because people feel they have the right to know what they are consuming. Some reasons why people are opposed to requiring the labeling of GMO’s is because there are no significant differences between genetically modified foods and conventional foods. There are people who are in favor of genetically modified foods being labeled for consumers. If the foods that have been modified are labeled, they can inform the people purchasing and consuming them (Debatepedia, 2010). Various bacteria are being used when modifying foods and if taken into the bod... ...t need to be labeled as such. In my opinion, I think genetically modified foods should be labeled. If they label these foods and have nothing to hide, then there shouldn’t be an issue. Yes, people have the choice whether or not they would buy foods that have been modified, but I think it’s best to label them just so people can be in the know of what they are eating and then can make an informed choice. Also, if you are allergic to a certain food, or refuse to eat something due to ethical and religious values, you should be informed. As far as we know now, Genetically Modified Foods can serve no harm to us; it’s just the principle of being informed and aware of what you are putting into your body. As citizens of the United States, I believe we have earned the right to know every ingredient that is in our foods because our health id very dependent on what we consume.

Juvenile Delinquent

Juvenile Delinquent Renee Washington American Intercontinental University ? Abstract This report is in regards to our young people today that need to be helped to a point that they have meaning in their lives. There are ways that can be presented to insure that young offenders can work through the pain, and rage surrounding their emotions which causes negative behavior. Healing programs have been a recommendation thru the court systems to analyze juvenile delinquency, and find the factors that lead to meaningful resolutions. ? IntroductionMany of our young people have lost their way in this land of democracy. Why are the statistics so high regarding juvenile delinquency, and a young male, or female appears in our courts every single day before a judge for crimes committed against other people, someone’s property, or belongings that have been vandalized. Where are the families to these lost children? What causes them to erupt into crimes of violence, and mayhem? Something has t o be done to help juvenile delinquents reflect on their lives, and the criminal offenses they commit.Illustrate Offenses The attitude that leads young people toward a cycle of negative behavior comes from deep rooted emotional rage, and pain which causes them to retaliate by committing offenses to others through stealing, vandalizing property, and sometimes violence against other people physically. The courts have begun to intervene on behalf of the juvenile delinquents by recommending healing programs that have been put in place to analyze juvenile delinquency, and find the factors that will lead to a resolution.Tell Causes The individual history of being betrayed by someone they trusted who cared for them as a young child. They were often neglected, abused, and victimized by a parent, or caregiver. A large number of family factors are associated with juvenile delinquency. Although it doesn’t excuse the offender’s behavior it does help to explain why so many young boy s, and girls naturally vulnerable, and instinctively trusting become victims at the hands of his, or her own parent, and their whole life begins to unravel.Without positive intervention the child is at risk of violating the law at an early age, and charged as a juvenile delinquent. Consequences/Outcome A parent that has been abused or rejected will eventually lead to emotional wounds within the souls of their children. These wounds can be painful, and traumatic to the child because of where they originated from a family member, or loved ones. Without getting the specified, and intentional healing the infection from the wounds will manifest into bitterness, rage, and pain which will lead toward delinquent patterns.Conclusion Juvenile delinquency is one of the major problems being recognized and dealt with regarding the youth in today’s society. In â€Å"An Update on the Cycle of Violence†, by Cathy S. Widom, and Michael G Maxfield, (2001), stated that children being vic tims of abuse, and neglect in all likelihood will be arrested as juveniles if a positive intervention of hope doesn’t present itself in their lost lives.The Bethesda Family Services Foundation provides the type of programming needed for the juvenile delinquent, and his, or her family to start having hope toward healing. ? References Herbst, Dominic P. Helping Juveniles Reflect On Their Lives and Criminal Offenses. Corrections Today, Jun2005, Vol. 67 Issue 3, p22-25, 3p Retrieved October 30, 2012 From MasterFILE Premier Widom, Cathy S. ; Maxfield, Michael G, An Update on the Cycle of Violence Research Brief

The Effects of Missing Letters to the Reading Comprehension

CAVITE STATE UNIVERSITY (CvSU) DON SEVERINO DE LAS ALAS CAMPUS Indang, Cavite ( (046) 415-0021 ( (046) 415-0012 E-mail: [email  protected] com â€Å"The Effects of Missing Letters to the Reading Comprehension of 2nd year IT Students of Cavite State University† In Partial Fulfillment Of the Requirements for the Subject Experimental Psychology Prepared By: Ersando, Shalom G. Suansing, Glenda Mae E. March 2012 BIOGRAPHICAL DATA Shalom G. Ersando was born in J. P Rizal Memorial Hospital Dasmarinas Cavite on January 15, 1994. She is now residing at Brgy. Cabezas, Trece Martires City,Cavite.She is the eldest among the two siblings of late Mr. Carlito B. Ersando and Mrs. Victoria G. Ersando. She finished her elementary at Palawit Elementary School at Brgy. Cabezas Trece Martires City,Cavite in 2006. She completed her secondary at Tanza National Trade School at Paradahan I Tanza Cavite. At Present she is now taking up Bachelor of Science in Psychology at Cavite State University Inda ng Cavite. BIOGRAPHICAL DATA Glenda Mae Suansing was born on August 23, 1994. She is the second child of Nerissa and Alexander Suansing. She is currently residing at St. Michael Village, Sungay East, Tagaytay City.She has two siblings, Glen Mark and Gladys Suansing. She graduated her elementary at Tagaytay Elementary School. She was a consistent character awardee. She finished her secondary education at Tagaytay City Science National High School. She is currently studying at Cavite State University taking up Bachelor of Science in Psychology. After graduating college she is planning to pursue Industrial Pschology. She wants to become a Human Resource Practitioner. ACKNOWLEDGMENT This experimental research will not be complete without encouragement,assistance,support and inspiration proved by several people.The authors wish to express their sincerest appreciation and gratitude to the following persons who helped in the realization of this piece of work; To Ms. Alodia Mercado, our adv iser for her sound academic guidance and moral support which enabled her to pursue this study; To Ms. Alma Fatima Reyes, for her useful comments and suggestions that improved the study; To Ms. Ivy Valerie Garcia for letting the researchers use her laptop; To To the family of the researchers,for their love and support they gave me throughout the study; My greatest praise and honor to our Lord Almighty who guided me through my most difficult moments and problems.ABSTRACT SUANSING GLENDA MAE, ERSANDO SHALOM â€Å"The Effects of Missing Letter to the Reading Comprehension of 2nd year IT Students of Cavite State University. † Experimental Research. Bachelor of Science in Psychology. Cavite State University. March 2012, under the supervision of Ms. Alma Fatima Reyes. As reading plays an important role in our lives, reading comprehension is important for human progress. This experimental research proposes to investigate the effects of missing letters to the reading comprehension of students. The research is conducted at Cavite State University, Indang, Cavite.Fifteen respondents were needed for the Pre-test and the Post-test. Same person will be taking the Pre-test and Post-test. All fifteen respondents are 2nd year BS IT students of Cavite State University. The general objective of the study was to determine the Reading Comprehension of Students with missing letters. Specifically, the study aimed to determine if there was a difference between the scores obtained in the Pre-test and the scores obtained in the Post- Test. Data and information were gathered through the help of the respondents by answering the questionnaires regarding to their Reading Comprehension Skills provided by the researchers.TABLE OF CONTENTS APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIOGRAPHICAL DATA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGM ENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hypotheses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scope and Limitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REVIEW OF RELATED LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Design Notation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sampling Technique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . . . . . APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .LIST OF TABLES †¢ Table 1. A Distribution Table of the Pre-test Scores †¢ Table 2. A Distribution Table of the Post-test Scores †¢ Table 3. Difference of Pre-test and Post-test Scores LIST OF FIGURES †¢ Figure 1. Parallel Letter Recognition †¢ Figure 2. Research Paradigm †¢ Figure 3. Graphic Representation of Pre-test Scores †¢ Figure 4. Graphic Representation of Post-test Scores LIST OF APPENDICES †¢ Budgetary Estimates (Appendix A) †¢ Calendar of Activities (Appendix B) †¢ Instrument (Appendix C) †¢ Statistical Analysis of Data (Appendix D) †¢ Curriculum Vitae (Appendix E) THE EFFECTS OF MISSING LETTERS TO THE READING COMPREHENSION OF 2nd YEAR IT STUDENTS OF CAVITE STATE UNIVERSITY† Glenda Mae Suansing Shalom Ersando | An experimental research prepared 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 requirements for Experimental Psychology| |with Contribution No. ER1. Prepared under the supervision of Ms. Alma Fatima Reyes. | INTRODUCTION Reading is a cognitive process of decoding characters or symbols in order to create a meaning.It is a means of communicating and sharing of information. We do it automatically. It requires development, practice and understanding. When we read, we use our eyes to receive written symbols such as letters and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Many people read books, newspapers, magazines, comic books, etc. It is considered as a daily routine of other people who loved to read. Readers integrate the words they have read into their existing framework of knowledge or schema.Reading helps a lot in our vocabulary. It wi dens our knowledge about words. Sometimes when we encountered unfamiliar words we can’t understand it, but when we encountered the same word we already knew what its meaning because we’ve read it already read it in the past. Reading also helps us in communicating in many way for example say, your job or any job for that matter, and you need to read a contract for business purposes or even if you work at a supermarket, don’t you need to know how to read in order to send the food that a person get to the right address.So as you see reading is just an element we need for day to day life. Statement of the Problem The study aimed to determine the reading comprehension of students with missing letters. 1. What is the highest rating of the scores obtained in the Pre-test by the 2nd year BS IT students of Cavite State University? 2. What is the highest rating of the scores obtained in the Post-test by the 2nd year BS IT students of Cavite State University? 3. Is there a significant difference between the scores obtained in the Pre-test and the scores obtained in the Post-test? . Do the missing letters affect the reading comprehension of students? Objectives Generally, the study aimed to determine if there is a significant difference between reading with missing letters and reading with complete letters. Specifically, the study aimed to: 1. to determine the highest rating of the scores obtained in the Pre-test by the 2nd year BS IT students of Cavite State University. 2. to determine the highest rating of the scores obtained in the Post-test by the 2nd year BS IT students of Cavite State University. 3. o determine if there is a significant difference between the scores obtained in the Pre-test and the scores obtained in the Post-test. 4. to determine the effects of missing letters to the reading comprehension of students. Hypotheses Ha: There is a significant difference between reading the words with missing letters and reading with complete letter s in the comprehension of the students. Ho: There is no significant difference between reading the words with missing letters and reading with complete letters in the comprehension of the students. Significance of the StudyThis study will benefit the following beneficiaries: Respondents This study will help the respondents to be familiarized in this type of reading. The respondents will also enhance their vocabulary. Community This study will be a great help for the community in order for the people to be aware in this style of reading. School This study will benefit the school by teaching this style of reading not only for students but also for the teachers. Future Researchers This study will be a guide for the future researchers in order for them to have a background regarding to this study.This will also serve as their related literature. Scope and Limitation This study is about on how the students read and understand the meaning of a word if there is a missing letter on the word . This study will also test the vocabulary of the students. This study only involves 2nd year IT students of Cavite State University. It is composed of 15 respondents from IT students. The study also limits the short period time given to conduct this research. Definition of Terms These are some terms used in the study: Cognitive Psychology – it is the study of internal and external processes of the brainWord Superiority Effect – refers to the increase in efficiency of letter identification within words Reading Comprehension – level of understanding when reading Pattern Recognition – organization of stimuli Pre-Test – test given before the Post-test Post-Test – test given after the Pre- test Schema – past experiences Treatment – levels of the independent variable Theoretical Framework This study justified the Parallel Letter Recognition. It is the model that most psychologists currently accept as most accurate is the parallel le tter recognition model.This model says that the letters within a word are recognized simultaneously, and the letter information is used to recognize the words. This is a very active area of research and there are many specific models that fit into this general category. The figure below is one popular formulation of this model. [pic] Figure 1: Parallel Letter Recognition Figure 1 shows a generic activation based parallel letter recognition model. In this example, the reader is seeing the word  work. Each of the stimulus letters are processed simultaneously.The first step of processing is recognizing the features of the individual letters, such as horizontal lines, diagonal lines, and curves. The details of this level are not critical for our purposes. These features are then sent to the letter detector level, where each of the letters in the stimulus word are recognized simultaneously. The letter level then sends activation to the word detector level. The  W  in the first lett er detector position sends activation to all the words that have a  W  in the first position (WORD  and  WORK).The  O  in the second letter detector position sends activation to all the words that have an  O  in the second position (FORK,  WORD, and  WORK). While  FORK  and  WORD  have activation from three of the four letters,  WORK  has the most activation because it has all four letters activated, and is thus the recognized word. Conceptual Framework Fig. 2 This study aimed to know the difference between the Pre-test and Post-test scores 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 synthesis of all the topics.Pattern Recognition Our ability to recognize familiar types of things is a spectacular human characteristic. This attribute allows us to recognize an old friend in a sea of faces, to identify an entire musical theme f rom a few notes, to read words, to enjoy 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 recognition all the time, yet the cognitive structures which support pattern recognition are only recently understood. 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 of the research on this topic examines how context helps us recognize letters of the alphabet. Psychologists who study reading have realized for decades that a theory of recognition would be inadequate if it were based only as the information in the stimulus. (Cognition, 5th edition, Margaret Mathin, p. 42) Immediacy of InterpretationOne of the important principles to emerge in studied of language processing is called the principle of immediacy of interpretation. Basically this principle says that people try to extract as much meaning 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 almost every word. Just and Carpenter find that the time subjects spend fixating or word is basically proportional to the amount of information provided by a word. Thus, if a sentence contain or relatively unfamiliar or a surprising word, they pause in that word. (Cognitive Psychology & Its Interpretation,John R. Anderson) Reading Comprehension Reading comprehension is a complex undertaking that involves many levels of processing. One of the most fundamental aspects of comprehension is the ability to deal with unfamiliar words encoun tered in text. Readers who struggle with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text analysis.It is not enough to rely on context cues to predict the meaning of new words, since this strategy often results in erroneous or superficial understandings of key terms, especially in content-area reading (Paynter, Bodrova, & Doty, 2005). Mature readers need to possess a basic knowledge of â€Å"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 achievement (Richek, 2005).Bromley (2004), in a comprehensive review of research on vocabulary development, concludes that vocabulary knowledge promotes reading fluency, boosts reading comprehension, improves academic achievement, and enhances thinking and communication. Spellin g is also an important consideration in reading comprehension. The concepts about sound patterns that children learn in the early years through invented spelling and direct spelling instruction help them to decode new words in their reading. As they mature and begin to spell longer and more complex words, children apply the concepts of base words, prefixes, and suffixes to their spelling.This knowledge of morphology, in turn, helps them to deconstruct longer 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 systematic 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 effectIn cognitive psychology, the missing letter effect refers to the finding that, when people are asked to consciously detect target letters while reading text, they miss more letters in frequent, function words (e. g. the letter â€Å"t† in â€Å"the†) than in less frequent, content words. The missing letter effect has also been referred to as the reverse word superiority effect, since it describes a phenomenon where letters in more frequent words fail to be identified, instead of letter identification benefitting from increased word frequency.The effect is usually measured using a paper-and-pencil procedure, where readers are asked to circle a target letter every time they come across it while reading a short passage. The missing letter effect is more likely to appear when reading words that are part of a normal sequence, than when words are embedded in a mixed-up sequence (e. g. readers asked to read backwards). The missing-letter effect for common function words It has been proposed that function words such as for and on conceal their let ters because their higher familiarity allows fast access to their unitized representations.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 surrounding 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 syntactic units that support the structural frame of a sentence are lost in the transition from structure to meaning. (PsycINFO Database Record (c) 2010 APA, all rights reserved) Word superiority effect In cognitive psychology, the word superiority effect (WSE) refers to the phenomenon that people a re more accurate 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. â€Å"WXRG†).Studies have also found a WSE when letter identification within words is compared to letter identification within pseudowords. (e. g. â€Å"WOSK†) and (e. g. â€Å"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. Large amounts of research have also been done 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 memory and reading comprehension.Daneman and Carpenter (1980) used a dine-task procedure in which both tasks (reading and remembering) use a single verbal memory state. A compromise position suggests that the phonological component of working memory acts as a sort of back-up memory. When sentences are short or easily comprehended it is not needed with syntactically more complex or lengthy sentences processing may lay behind the input and so the representation in the phonological store needs to be consulted. (McCarthy and Worrington, 1990) Transfer to Long Term MemoryVerbal 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 unique findings the serial position effect. It can be found in memory for lists even when serial anticipation is not required. Working Memory Working memory  has been defined as the system which actively holds information in the mind to do verbal and nonverbal tasks such as reasoning and comprehension, and to make it available for furthe r information processing.Working memory tasks are those that require the goal-oriented active monitoring or manipulation of information or behaviors in the face of interfering processes and distractions. The cognitive processes involved include the  executive  and  attention  control of  short-term memory  which provide for the interim integration, processing, disposal, and retrieval of information. Working memory is a theoretical concept central both to  cognitive psychology  and  neuroscience. 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 demonstrated phenomena in the research on recognition is the Word Superiority Effect. According 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 same letter. As we are reading a bo ok 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 it's quite difficult for us to understand the meaning of a word if we never encountered it in our past. METHODOLOGY In this chapter, the researchers will describe the research design, sampling technique, respondents, research instrument, data gathering procedure and the statistical analysis that they used. Research Design The research design that the researchers used was the Within Subject Design. A within-subjects design is a type of experimental design in which all participants are exposed to every treatment or condition. For the Pre-test, the respondents we’ll 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 passage. Psychologists often use them to test the relative effective ness 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 large pool of participants. Generally, a similar experiment in a between-subjects design would require twice as many participants as a within-subjects design. A within-subjects design can also help reduce errors associated with individual differences.In a between-subjects design where individuals are randomly assigned to a treatment condition, there is still a possibility that there may be fundamental differences between the groups 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 table of random sampling fo r 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 chance of being selected. If more than one individual is to be selected for the sample, there must 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 reg arding 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 know if missing letters will affect the Reading Comprehension of the respondents. Statistical Analysis The researchers used the Wilcoxon Signed Rank Test. The Wilcoxon Signed Rank Test is a non-parametric statistical test for testing hypothesis on median. It is used when we wish to compare two sets of scores that come from the same participants. This can occur when we wish to investigate any change in scores from one time point to another or individuals are subjected to more than one condition.As the Wilcoxon Signed-Ranks Test does not assume normality in the data it can be used when this assumption has been violated and the use of the  dependent t-test  is inappropriate. The advantage with Wilcoxon Signed 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 formula below. The researchers summed up all the scores and divided the total by the number of scores. [pic] Where: [pic] is the symbol for the mean [pic] is the symbol for summationX is the symbol for the scores N is the symbol for the number of scores For computing the standard deviation, the researchers used the formula: [pic] Where: S is the symbol for standard deviation [pic] is the value 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 analyzed 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 |Rating |Frequency(f) |Percentage(%) | |Excellent |0 |0 | |Very Good |4 |26. 7 | |Good |8 |46. 7 | |Poor 3 |26. 7 | |Total |15 |100 | |Mean |2. 0 | | |Standard Deviation |0. 75593 | | |Verbal Interpretation |Poor | | Legend: Poor 0-3; Good 4-5; Very Good 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 rating; 8 or 46. 7% of the students got Good rating; 4 or 26. 7% of the students got Very Good rating; and no one got Excellent rating. According to Anderson and Freebody (1981), it is well established that good comprehenders tend 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, compre hension 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 didn’t encounter before. As shown in the pre-test scores, the respondents tend to have poor reading comprehension and vocabulary. The low scores they got was a proof that if a word is unfamiliar and unrecognizable you can’t 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 Goo d 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 â€Å"reading 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 don’t 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 adminis tered. 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 equivalent to Poor rating. The total mean of scores of students in the post-test is 2. wh ich 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 significance is 0. 01. Thus, the researchers should reject Ho because the result of asymptotic significance of the study is less than 0. 050. The results have showed that the students were more capable in answering 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 well 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 struggle with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text analysis. SUMMARY, CONCLUSION AND RECOMMENDATIONS The summary provides comprehensible summary on how the study was conducted. It also presents the list of findings, state the conclusion and some of the recommendations. Summary The study 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 March 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 choose 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 formula 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 Based 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 respondents 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 student’s 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 sig nificant 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 highly recommend 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 student’s 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) |Cost | |Print |100 | |Computer Rent |250 | |Transportation |100 | |Total |450 Php | Calendar of Activities (Appendix B) February 13 – Chapters 1,2,3February 13,14,15 Instrumentation 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 Presentation 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. Error of Mean |. 19518 | | |Std.Deviation |. 75593 | | |Minimum |1. 00 | | |Maximum |3. 00 | |level | | | |Level | |N |Valid |15 | | |Missing |0 | | |Mean |2. 5333 | | |Std. Error of Mean |. 30654 | | |Std. Deviation |1. 18723 | | |Minimum |1. 0 | | |Maximum |4. 00 | |le vel | | | | | | | |N |Mean Rank |Sum of Ranks | |level – group |Negative Ranks |4a |8. 00 |32. 00 | | |Positive Ranks |19b |12. 84 |244. 0 | | |Ties |7c | | | | |Total |30 | | | |a. level ; group | |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 ) Contact Information Name: Glenda Mae Suansing Address: St. Michael Village, Sungay East, Tagaytay City Contact Number: 09159727469 E-mail Address: [email  protected] com Personal Information Date of Birth: August 23, 1994 Place of Birth: Indang, Cavite Citizenship: Filipino Gender: Female Educational Attainment Primary Tagaytay Elementary School Secondary Tagaytay City Science National High School College Cavite State University Bachelor of Science in Psychology Interests: Playing guitar, Reading books, Watching films Contact Information Name: Shalom E rsando Address: Brgy.Cabezas Trece Martires City Contact Number: 09107232128 E-mail Address: [email  protected] 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 playing badminton INSTRUMENT (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