Republic of the Philippines
Province of Tarlac
Municipality of Concepcion
Region lll
BENIGNO S. AQUINO NATIONAL HIGH SCHOOL
READING PROFICIENCY OF STUDENTS WITH SENSITIVE VISION:
BASIS FOR A PROPOSED CLASSROOM MANAGEMENT
Dizon, Arieanne Lacap
Buan‚ John Carlo Pangalinan
Cariño‚ Lei Ann Lising
Comploma‚ Shanne
De Guzman‚ Christine Jane Gabe
Lacson, Claire De Jesus
Lansangan‚ Mary Grace Torres
Liscano‚ Janari Rogie Nicdao
Mangiral‚ Sarah Jane
Mercado‚ John Marlon
Muan‚ Anjo Santos
Oronos‚ Fiel Mark Estañol
Samson‚ James Mercado
Santiago‚ Myca Alfafara
Villanueva‚ John Ledwin Pallasigue
, CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter provides an introduction to the research, presenting
the problem and its background. It encompasses the background
of the study, statement of the problem, significance of the study,
scope and delimitation, and definition of terms.
INTRODUCTION
In the domain of reading, sensitive vision plays a crucial role in
decoding written text and comprehending its meaning
effectively. Moreover, sensitive vision is defined as an issue that
affects a person's capacity to perceive and process written text.
Sensitive vision encompasses the ability of a person to read,
comprehend, and accurately interpret written text. Hence,
individuals with sensitive vision are able to discern intricate
details of words, letters, and sentences, facilitating accurate
reading and interpretation (Dr. R. Krishna Ramani, 2014).
Nowadays, in present generation, reading proficiency among
students is critical since it serves as a gateway to comprehend
and understand a text. (Gedic, 2022). Moreover, in recent years,
the impact of sensitive vision on reading proficiency has become
an increasingly significant concern in academic settings.
Ramani et al. (2014) noted that individuals with sensitive vision
often face unique challenges when engaging in reading tasks
due to factors such as light sensitivity and visual discomfort. The
,analysis by Krishna Ramani (2014) states that sensitive vision
epitomizes the intricate visual capabilities of children,
encompassing a range of skills essential for successful reading.
These challenges are often attributed to reduced visual input,
which hinders the reading performance of children with low
vision. Additionally, children with multiple disabilities and visual
impairment (MDVI) may experience slower reading speed, lower
reading accuracy, and decreased reading fluency compared to
sighted children. These difficulties in reading are compounded by
the challenges of handling printed materials and may lead to a
greater reliance on auditory learning methods, further impacting
their reading abilities.
In addition, Ramani (2014) noted that low vision care
intervention can increase reading accuracy from “frustration
level” to “independent level” since there is a noticable
improvements in reading speed‚ accuracy‚ and fluency in
intervention. Moreover, interventions can enhance oral reading
fluency, indicating the effectiveness of low vision devices in
improving reading outcomes for children with sensitive vision.
Despite the prevalence of sensitive vision among students, there
remains a notable lack of awareness and understanding among
educators regarding its implications for reading development.
These findings underscore the understanding that nurturing
sensitive vision through targeted interventions holds the key to
unlocking the full potential of these children, fostering their
independence and academic success in the realm of literacy.
Hence, addressing sensitive vision through targeted
interventions can improve the reading proficiency of students
with sensitive vision.
, Students with low vision are very sensitive to light and glare.
Moreover, students encounter difficulties related to factors such
as light sensitivity and visual discomfort, which hinder their
ability to engage effectively in reading tasks‚ it is stated by
Daniel Gisarra. Despite the prevalence of sensitive vision among
students, there is a lack of awareness and understanding among
educators regarding its impact on reading development.
Specifically in the school of Benigno S. Aquino National High
School, there is a noticeable absence of comprehensive
information and attention devoted to the visual health of
students. This lack of awareness and criticality regarding optical
health within the school community, including the school clinic,
focuses on the urgent need for proposed classroom management
strategies. By addressing this problem, it is needed to meet the
needs of students with sensitive vision and facilitate their
reading success in the classroom.
Interventions in illumination, controlling classroom lightning,
fixing the size and distance by providing magnification tools,
offering enlarged print materials and images, and adjusting
proper seating arrangements to accommodate closed proximity
to objects, are essential strategies highlighted by Daniela
Gissara in "Classroom Adaptations for Students with Low Vision."
The aim of the study is likely to investigate how students with
sensitive vision navigate the challenges of reading and
comprehension within the classroom setting. The researchers
may explore factors such as the impact of visual sensitivity on
reading proficiency, potential barriers to learning, and effective
classroom management strategies to support these students.
Province of Tarlac
Municipality of Concepcion
Region lll
BENIGNO S. AQUINO NATIONAL HIGH SCHOOL
READING PROFICIENCY OF STUDENTS WITH SENSITIVE VISION:
BASIS FOR A PROPOSED CLASSROOM MANAGEMENT
Dizon, Arieanne Lacap
Buan‚ John Carlo Pangalinan
Cariño‚ Lei Ann Lising
Comploma‚ Shanne
De Guzman‚ Christine Jane Gabe
Lacson, Claire De Jesus
Lansangan‚ Mary Grace Torres
Liscano‚ Janari Rogie Nicdao
Mangiral‚ Sarah Jane
Mercado‚ John Marlon
Muan‚ Anjo Santos
Oronos‚ Fiel Mark Estañol
Samson‚ James Mercado
Santiago‚ Myca Alfafara
Villanueva‚ John Ledwin Pallasigue
, CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter provides an introduction to the research, presenting
the problem and its background. It encompasses the background
of the study, statement of the problem, significance of the study,
scope and delimitation, and definition of terms.
INTRODUCTION
In the domain of reading, sensitive vision plays a crucial role in
decoding written text and comprehending its meaning
effectively. Moreover, sensitive vision is defined as an issue that
affects a person's capacity to perceive and process written text.
Sensitive vision encompasses the ability of a person to read,
comprehend, and accurately interpret written text. Hence,
individuals with sensitive vision are able to discern intricate
details of words, letters, and sentences, facilitating accurate
reading and interpretation (Dr. R. Krishna Ramani, 2014).
Nowadays, in present generation, reading proficiency among
students is critical since it serves as a gateway to comprehend
and understand a text. (Gedic, 2022). Moreover, in recent years,
the impact of sensitive vision on reading proficiency has become
an increasingly significant concern in academic settings.
Ramani et al. (2014) noted that individuals with sensitive vision
often face unique challenges when engaging in reading tasks
due to factors such as light sensitivity and visual discomfort. The
,analysis by Krishna Ramani (2014) states that sensitive vision
epitomizes the intricate visual capabilities of children,
encompassing a range of skills essential for successful reading.
These challenges are often attributed to reduced visual input,
which hinders the reading performance of children with low
vision. Additionally, children with multiple disabilities and visual
impairment (MDVI) may experience slower reading speed, lower
reading accuracy, and decreased reading fluency compared to
sighted children. These difficulties in reading are compounded by
the challenges of handling printed materials and may lead to a
greater reliance on auditory learning methods, further impacting
their reading abilities.
In addition, Ramani (2014) noted that low vision care
intervention can increase reading accuracy from “frustration
level” to “independent level” since there is a noticable
improvements in reading speed‚ accuracy‚ and fluency in
intervention. Moreover, interventions can enhance oral reading
fluency, indicating the effectiveness of low vision devices in
improving reading outcomes for children with sensitive vision.
Despite the prevalence of sensitive vision among students, there
remains a notable lack of awareness and understanding among
educators regarding its implications for reading development.
These findings underscore the understanding that nurturing
sensitive vision through targeted interventions holds the key to
unlocking the full potential of these children, fostering their
independence and academic success in the realm of literacy.
Hence, addressing sensitive vision through targeted
interventions can improve the reading proficiency of students
with sensitive vision.
, Students with low vision are very sensitive to light and glare.
Moreover, students encounter difficulties related to factors such
as light sensitivity and visual discomfort, which hinder their
ability to engage effectively in reading tasks‚ it is stated by
Daniel Gisarra. Despite the prevalence of sensitive vision among
students, there is a lack of awareness and understanding among
educators regarding its impact on reading development.
Specifically in the school of Benigno S. Aquino National High
School, there is a noticeable absence of comprehensive
information and attention devoted to the visual health of
students. This lack of awareness and criticality regarding optical
health within the school community, including the school clinic,
focuses on the urgent need for proposed classroom management
strategies. By addressing this problem, it is needed to meet the
needs of students with sensitive vision and facilitate their
reading success in the classroom.
Interventions in illumination, controlling classroom lightning,
fixing the size and distance by providing magnification tools,
offering enlarged print materials and images, and adjusting
proper seating arrangements to accommodate closed proximity
to objects, are essential strategies highlighted by Daniela
Gissara in "Classroom Adaptations for Students with Low Vision."
The aim of the study is likely to investigate how students with
sensitive vision navigate the challenges of reading and
comprehension within the classroom setting. The researchers
may explore factors such as the impact of visual sensitivity on
reading proficiency, potential barriers to learning, and effective
classroom management strategies to support these students.
