This reading called SQ3R (Survey, Question, Reading, Recall,

This study is
anchored on the following theories:

Rosenblatt (1978), Reader’s Response Theory states that individuals make
connection to their reading by keying into the association of feelings,
attitudes, and ideas providing their deepest interaction between the reader and
the text. It was also emphasized that today, adolescents search for better
reading materials that will suit their reading interest. They search for
literature which is closely related to their attitudes, and can cultivate their
ideas. Also, they prefer reading materials that will merely describe them.
However, making connections to the reading materials that they are reading is
quite hard for them. As a result, they are having a hard time in choosing what
reading materials to read.

(1939) Developmental Theory of Reading on the other hand, identifies the
factors affecting the reading interest of students. This Theory includes (1)
readiness (2) learning to read (3) rapid progress in fundamental attitudes,
habits and skills (4) extension of the experiences and increase in
efficiency   (5) refinement of attitudes
habits and skills. In Gray’s Developmental theory of reading students must
undergo in the following stages. Students in the lower year levels must be on
the first two stages because they are still novice in the world of reading;
while in higher year levels, students must be on the third and fourth stages
since they already have mature mind setting compared to the lower years.

to Tarrayo (2012) there are types of Reading (A) READING ACCORDING TO PURPOSE (1.)Skimming also called rapid-survey
reading. (2.) Scanning
also called search reading. (3.)
Intensive/Functional Reading- also called word-for-word type of reading. (4.) Light-type of
reading. Reading for leisure and you love what you read. (5.) Literature Reading (6.) Requires serious reading and proper note
taking. Uses the method of reading called SQ3R (Survey, Question, Reading, Recall, Review). (B.) ACCORDING TO READING PERFORMANCE / RATE
OF UNDERSTANDING (1.) Speed Reading (2.)
Subvocalized Reading (3.) Proofreading
(4.) SPE (Structure Proposition Evaluation (5.) MI (Multiple Intelligences) (C.) ACCORDING TO READING-INSTRUCTION
PROGRAM (1.) Read aloud- Many
teachers use this in instruction. (2.) Shared reading- Both the
teacher and student take turns in reading portions of the text. (3.) Guided
reading- Reader is left alone to do silent reading. (4.) Fluency reading- Main
objective:  To gain mastery of the pronunciation,
phrasing, pausing, intonation, or stress of the text. Text is read several
times. (5.) Independent reading- One chooses the material s/he wants to read.
(6.) Developmental reading- Aims to refine one’s reading comprehension skills
by letting reader experience different reading stages. (7.) Selective or
key-word reading- Characterized by skimming and scanning. (8) Remedial Reading-
If students have a difficulty in vocabulary knowledge, reading comprehension
abilities, and reading attitudes, he must submit himself to a reading program
that helps him to develop his reading skills. (9) Strategic Reading- Regarded
by some as the latest type of reading