IDENTIFYING THE POSSIBILITIES OF GRADE 8 STUDENTS'

IMMEDIATE LEARNING IN READING

Angelina Coleen Gregorio

RESEARCHERS

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ABSTRACT

Reading comprehension is a basic essential that must possess by each student.

It is a requirement to understand what is read. Vocabulary is also vital to use in

reading to criticize and reflect as a stock knowledge. It is needed to succeed in school,

work, and life in general. Creating an intervention plan for the students of grade 8 to

develop and immediately their reading vocabulary and comprehension is a must be

needed to support their learning reading comprehension process. It is a great help that

can support not only the reading vocabulary. Also, the language skills consist of

writing, speaking, and listening. Thus, taking remedial tests proved an effective

intervention plan that benefited students. Last, of all, the intervention plan is one of

the possible keys to improving the reading comprehension of grade 8 students.

CHAPTER 1

PROBLEM AND ITS BACKGROUND

INTRODUCTION

The significance of reading comprehension is truly recognized by the

government will implement a policy in the educational system, with reading being

one of the four components. Language skills, particularly for students with

disabilities, must be taught in the classroom. Students in their senior year of high

school. Students benefit from reading instruction and learning and are expected to

understand the reading passages they read well. This is the case in line to read

instruction in Senior High School, improving students' reading skills so that they can

effectively and efficiently read and comprehend English texts (Curriculum 2006).

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 Reading is a fundamental study skill (Nurhana, 2013). It is a prerequisite

that needs to be mastered by anyone for him to properly progress in the academic

realm. Being able to read plays a vital role in the learning process of every child

since it enables him to extract meaning from the written text being read (Anderson

et al. (1985). By this, Al-Khateeb (2010) emphasized that reading

comprehension is the ultimate goal and basis of all reading processes.

Reading is also the most difficult skill to teach in English because reading is

a complex skill, particularly reading comprehension. High-level thinking was required

to grasp the meaning and information in print and script within a social context.

Reading ability is a set of abilities that allow the reader to read the written form as

meaningful language anything written independently, comprehensively, and fluently

interact with the message mentally. Biddulph (2002:8) asserts

that reading necessitates the use of a variety of thinking skills sense of texts. In this

case, reading can also be considered "interactive." A process that occurs between a

reader and a text result in automaticity or reading fluency (Alyousef, 2005). It implies

that in the interactive process in which the reader guesses, predicts, and attempts to

understand the meaning of the text. Good reading skills are required as part of

language learning. Because good reading proficiency implies the reader's ability to

accurately and efficiently comprehend written statements or any type of written text

(Mahfoodh, 2007: 1)

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BACKGROUND OF THE STUDY

Reading comprehension is a specific skill that is necessary and critical to

the educational success of every individual. The ability to comprehend what

students have read is important to the learning along with the development of their

skills in literacy and dynamic society involvement (DepEd, 2019). Students may

find it difficult to excel in many subjects if they lack reading comprehension skills

or abilities. The main reason why learners struggle academically is reading

comprehension.

The Program for International Student Assessment (PISA) has

shown a result about the level of reading comprehension of students here in the

The Philippines. And among 79 participating countries and economies, the

Philippines

scored the lowest in reading comprehension in 2018, according to the results

released on Dec. 3, 2019 (Philstar Global 2019). There are still problems

with literacy in the educational system progress, especially for many learners who

struggle with reading comprehension and fall behind in both writing and reading.

Undoubtedly, it is still up to every teacher to elevate or improve their pupils'

reading comprehension levels. Through proper and appropriate intervention this

hope remains achievable. That’s why we (the researchers) aim to develop an

intervention plan that might help teachers and students to enhance their level of

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reading comprehension of the students, particularly the Grade 8 students in Binagbag

National High School.

THEORETICAL FRAMEWORK

One of the linguistic skills that pupils need to develop is reading. It is not

just a straightforward exercise in which the pupils simply decode the text.

Additionally, they must process the information included in the text. To suggest

that one can read requires comprehension as well. Reading is regarded as the most

important language skill to master since it improves pupils' quality of life. Many

social activities and roles in society require reading, so not being able to read puts

one at a disadvantage. Reading helps pupils become more proficient in other areas

of learning, such as writing, which also involves vocabulary and spelling.

Bilbao, et.al. (2016) stated in their study that reading comprehension is one of the

reading competencies that every student has to develop. However, there are

Still, students who are below the proficiency level of reading comprehension despite

the reading instructions and strategies provided by the teachers for the

improvement of students’ reading comprehension.

DepEd has previously stated that reading comprehension—rather than

literacy—is the issue. According to education secretary Leonor Briones (2019), the

real reading problem facing the educational system is that pupils can read, but they

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are unable to comprehend what they are reading. Because reading is one of the

prerequisites in contemporary culture, kids who lack reading comprehension skills

risk falling behind and jeopardizing their future employment.

These theories become our basis for crafting this research. Because upon

knowing the importance of reading comprehension, researcherswe will be able to

develop an intervention plan.

STATEMENT OF THE PROBLEM

The problem with the student is they are not effective or not good at reading

comprehension or understanding in reading. The students need to know the

importance of reading comprehension, so they need to learn more about

comprehension. The researchers noticed that students are quite weak in English in

general reading, as a result, they still find difficulties in reading comprehension.

They are also relying on word-by-word translation in reading English.

The following problem questions are specified the following:

1. What are the possible intervention plans that can be recommended to support the

reading comprehension of the students?

2. What are the common challenges that grade 8 students face in reading

comprehension?

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3. What learning strategies and materials do students use for their reading

comprehension?

4. How participants will enhance reading comprehension?

OBJECTIVES

The study aims to achieve the following;

1. To find out whether the student’s achievement of reading comprehension

Self-efficacy is significantly higher than that low efficacy;

2. To find out whether of the significant interaction between Reading strategies

and self-efficacy on student achievement and Reading Comprehension.

ASSUMPTIONS OF THE STUDY

 Expanding the vocabulary will also develop immediate learning on reading

comprehension.

 the noise-free environment will enable the reader to focus on understanding

the text.

 Using imagery will understanding the context of the text.

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SCOPE AND DELIMITATION

The researchers will formulate strategies to help students learn how to

coordinate and use a set of key comprehension techniques before, during, and after

they read a variety of texts.

This research will only focus on how students should learn reading with

comprehension because when the pandemic started, many students just rely on just

answering the modules or even in online learning. This is one of the reasons why

there are students experience difficulty in understanding what they are reading, that’s

why the purpose of our research is to determine the possibilities that can help students

in reading with comprehension.

SIGNIFICANCE OF THE STUDY

Students.

To boost the student’s engagement in class and performances for their academic

achievement, this research will assist them in improving their reading comprehension

and serve as a guide on how to deal with the difficulties of reading English.

School.

The results of the study will help teachers implement strategies, improve their

methods of instruction, and provide materials that will improve or enhance the

student’s understanding when it comes to reading.

Society.

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 The findings of this study will offer essential information that will be used in

planning programs and awareness-raising initiatives to address the consequences of

inadequate understanding of reading.

Future Researcher.

Future researchers who are engaged in research relating to this topic will utilize them

using this study as a source of information

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED READINGS

Foreign

According to Gorsuch et al. (2015), reading provides educators with

information about the extent of language acquisition and proficiency in ESL students.

The main challenge, however, is enticing learners to engage in reading activities

because a lack of reading fluency prevents them from taking proactive reading

actions. In this instance, Gorsuch et al. (2015) provide significant evidence suggesting

that repeated reading enables the learners to read the assigned text silently and aloud,

which eventually improves work decoding and comprehension in EFL learners.

Ismail et al. (2015) demonstrated that smart and appropriate reading strategies, which

are primarily comprised of inferences, reorganization, and literal comprehension are

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extremely effective in improving student comprehension. Moreover, these strategies

have also been shown to increase learners' motivation to engage in reading activities.

Hence, Pre-reading activities combined with smart and appropriate strategies can

assist low-achiever students in practicing and improving their reading skills.

Efficiently learn comprehension. Furthermore, Mousavian and Siahpoosh (2018) shed

light on the pre-teaching vocabulary pre-questioning strategy to improve reading

comprehension; and demonstrated that effective reading strategies are an effective

means of assisting students in their academics. Students who used effective reading

strategies outperformed those who did not use any pre-reading strategies during

comprehension exercises.

Local

Reading as a mental process is concerned with the recognition and

comprehension of written symbols using the readers' schemata, contextual clues, and

other reading skills. Simple and functional literacy are tangible skills that contribute

to personal and social change. The National Literacy Trust defines simple literacy as

the ability to read, write, and perform basic mathematics to succeed in school. While

William S. Gray initially defined functional literacy for UNESCO as the training of

adults to meet the reading and writing demands placed on them. It also refers to a

person's ability to engage in activities in which literacy is required for effective

function, such as reading, writing, and calculation for survival and prospects

(Luz,2007). Rereading the text, activating prior knowledge, applying contextual clues,

meaning inferencing, thinking aloud, summarizing the ideas, locating the keyword,

making a prediction, visualizing mental images, using graphic organizers, and

evaluating one's understanding were identified as common metacognitive reading

strategies used for enhancing comprehension among learners. He believed that

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metacognitive reading strategies are critical in the development of higher-order

thinking skills for a learner to achieve functional literacy. (De Dios, 2015).

RELATED STUDIES

Foreign

A student's academic performance has a significant impact on his or her

reading comprehension level of word knowledge as well as the ability to decode

words in print. It means that the ability plays a role in reading comprehension.

Reading Understanding a text is defined as comprehension. Comprehension is about

the skill. Reading comprehension is the ability to read and comprehend the text’s

meaning and all relevant information about

the text read (Kelner & Flynn):2006). Odwan, Talal A. A (2012) claims that reading

comprehension is a skill. The procedure is complicated. The ability to store

information is the essence of reading comprehension and regaining understanding

from written texts (Educational Research:2000). According to Kelner and Flynn

(2006), reading cannot be separated from writing comprehension. When students

read, it indicates that they are engaged in comprehending.

Local

Three critical points were articulated by the National Reading Panel (2000).

Themes in the field of reading. To begin with, reading is a complex task cognitive

processes that include both vocabulary development and instruction are regarded as

crucial. Second, understanding a text is an active process that frequently involves the

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tapping of one's fingers. Prior knowledge is required. Third, teachers should assist

students in using strategies that result in reading success.

One's understanding of various cognitive strategies that can be used if readers

do not know when and how to use them could be maximized how to use them.

Reading is a multifaceted activity. To clarify many canvassers, concentrate on the two

main aspects of fluent reading metacognitive knowledge and skills are two areas of

metacognition monitoring (Grabe, 1991).

Metacognitively skilled readers do more than just construct meaning, they also

monitor and assess the texts they read (Israel, 2007). They demonstrate

comprehension of what they read because they are aware of their psychological

processes (Gunning, 1996). Metacognition is the process by which one considers his

or her thoughts (Harris & Hodges, 1995).

CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH DESIGN

The study used the quasi-experiment research design, due to seek an effective intervention

plan for the facilitation of participants’ reading comprehension. Based on findings,

researchers found that students should need an intervention plan to support their reading

comprehension skills. Taking the remedial test was conducted to grade 8 participants to

collect data.

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PARTICIPANTS

The participants for this study will be 4 in each section from the selected year

level, for a total of 16 participants. Students are selected from grade 8, and they are

chosen based on their reading comprehension level to find out their infirmity.

RESEARCH INSTRUMENTS AND TECHNIQUES

Identifying the possibilities of a student's immediate learning on reading

comprehension is a crucial step in developing effective intervention plans that can

improve the student's reading skills and academic performance. To assess a student's

reading comprehension abilities, various research instruments and techniques can be

used. Taking remedial tests is widely used to evaluate a student's reading level and

comprehension skills. These tests provide objective and qualitative data that can be

used to identify a student's strengths and weaknesses in reading comprehension.

Moreover, reading comprehension assessments can be used to evaluate a student's

ability to understand and interpret written texts. Observation and analysis of the

student's reading behavior can also provide valuable insights into their learning

strengths and weaknesses. This includes monitoring the student's reading speed,

accuracy, fluency, and comprehension while reading various texts. Interviews with

teachers, parents, and also researchers provide valuable information about the

student's reading habits and preferences. Technology-based tools, such as voice

recording devices can provide additional insights into a student's reading process by

monitoring and identifying areas of difficulty. These tools can help identify specific

areas where the student needs improvement and can guide the development of the

target.

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intervention plans. Altogether, a combination of research instruments and techniques

can provide a more comprehensive understanding of a student's reading

comprehension abilities and facilitate the development of effective intervention plans.

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 Republic of the Philippines
Region III – Central Luzon
School Division of Bulacan
BINAGBAG NATIONAL HIGH SCHOOL

VALIDATION SHEET

Identifying the Possibilities of Grade 8 Students' Immediate Learning in

Name of Validator: _____________________________________________________

Degree: ______________________________________________________________

Position: _____________________________________________________________

No. of Years in Teaching: _______________________________________________

INTERVIEW QUESTIONS

4 3 2 1
1. How did reading remedial show significance to
the students in learning reading comprehension?
2. How did reading remedial helps students’ reading
comprehension?
3. What strategies do students use when they
encounter an unfamiliar-words while reading?
4. How does the student summarize the main idea of
the passage read??
5. What are the benefits to each student of taking
reading remedial?
Scale: 4 – Excellent 3 – Good 2 – Average 1 – Needs Improvement

Remarks:
__________________________________________________________________

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 CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

PRESENTATION

According to the data, the following participants will interpret the results

based on the survey conducted:

Participants 1,2, & 3: Taking reading remedial tests is important to summarize the

texts reading. Taking this method would benefit emphasizing a text, without using any

materials to support the reading comprehension. It gives additional knowledge skills.

Participants 4,5,6,7, & 8; Taking reading remedial tests is very important and

beneficial because it tests students’ reading comprehension that will focus on the text

to comprehend and answer the post-test, using supportive materials like a dictionary.

It gives new ideas and knowledge skills.

Participants 9,10,11,12, & 13: Taking remedial tests is commonly gives benefits

because students already recognize and know what students are reading about. Using

electronic gadgets and standard materials which as the Internet and books are

commonly used to improve knowledge in reading comprehension. Summarizing is

easily known because of advanced knowledge. And it is more useful for reading.

Participants 14,15, & 16: Taking remedial tests is kind difficult to comprehend the

texts because students encountered unfamiliar words that need to know to understand

the text. Students used various materials like the internet, books, and dictionaries to

achieve good reading comprehension. Students will improve their reading

comprehension soon.

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DATA ANALYSIS

The data collected will be analyzed through the following methods:

-Descriptive statistics to evaluate the current reading comprehension levels of the

students

- Inferential statistics to determine the relationship between the variables and the

student’s reading comprehension skills

- Qualitative analysis to explore the factors that affect students' reading

comprehension skills

- Content analysis to identify effective teaching strategies and interventions.

INTERPRETATION OF DATA

The survey was conducted as an intervention plan for urgent reading

comprehension of the grade 8 students was successfully benefited through reading

knowledge. Each student emphasized that taking remedial tests is crucial to the

development expansion, and improvement of their reading comprehension. In using

strategies. Most of the participants use standard materials, like books or dictionaries,

because they want to improve more when it comes to reading comprehension. The

subsequent students used simultaneously standard and technology techniques which

are using the internet and books or dictionaries for more improvements they need.

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 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

Identifying the possibilities of immediate learning for grade 8 students involves

assessing their current knowledge, skills, and abilities, as well as their learning style

and motivation. This process can be done through the method that is conducted. Once

their strengths and weaknesses are identified, appropriate instructional strategies and

interventions can be developed to support their learning and maximize their potential.

Assessing their current level of reading ability and identifying areas where they

may need additional support or instruction. This can include assessing their

understanding of vocabulary, comprehension of text structure and organization, and

ability to make inferences and draw conclusions. These tools can help identify

specific areas where a student may need additional support or instruction. Once areas

of weakness have been identified, researchers provided targeted instruction to help

students improve their reading comprehension skills. This can include direct

instruction in comprehension strategies, vocabulary development, and scaffolded

reading activities. By identifying a student's immediate learning possibilities in

reading comprehension and providing targeted instruction, teachers can help students

to develop the skills they need to become successful readers and learners

According to research, researchers observed surveyed and learned is according

to that almost most of them it is difficult to understand what is being read because of

that, researchers we are better to carry out remedial reading so that researcherswe can

improve creativity in reading the grades 8 students and also according to what

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researchers have seen and observed is that the rest of them have learned to understand

the reading materials that researchers provide, almost all of them have already

answered our question according to the survey questions that researchers did a while

ago, the survey questions researchers made for the grade 8 students were good. With

this method, these students were able to learn quickly.

CONCLUSION

Despite this, researchers can suggest some factors that may affect their

immediate learning in reading comprehensions, such as their prior knowledge,

motivation, reading ability, learning strategies, and the quality of instruction and

materials. It is important to assess their current level of reading comprehension,

identify their strengths and weaknesses, and design targeted interventions to support

their learning needs. As well, providing a supportive and engaging learning

environment, promoting active reading strategies, and building students' vocabulary

and background knowledge can also contribute to their immediate learning in reading

comprehension.

Based on the available research on reading comprehension and learning, it is possible

to identify the possibilities of grade 8 students' immediate learning in reading

comprehension by considering various factors that may impact their learning, such as

their prior knowledge, vocabulary, reading ability, learning strategies, and motivation.

To effectively support their learning, it is important to assess their current level of

reading comprehension and identify their specific strengths and weaknesses. This

information can be used to design targeted interventions and provide individualized

support to meet their learning needs. Creating a supportive and engaging learning

environment, promoting active reading strategies, and building vocabulary and

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background knowledge can also help improve their immediate learning in reading

comprehension. After analyzing the above factors, it is possible to determine the

immediate learning possibilities of grade 8 students in reading comprehension.

Students who are reading at their grade level, have good reading habits, and use the

right comprehension strategies are likely to have higher immediate learning

possibilities than those who are not. Similarly, students with a strong vocabulary are

more likely to comprehend what they read quickly.

RECOMMENDATIONS

To improve the immediate learning possibilities of grade 8 students in reading

comprehension, the following recommendations can be made:

1. Provide students with reading materials that are at their grade level and match their

interests.

2. Encourage students to read regularly and provide them with opportunities to

discuss what they have read.

3. Teach students the right comprehension strategies and provide them with

opportunities to practice these strategies.

4. Increase students' vocabulary by providing them with regular vocabulary lessons

and encouraging them to use new words in their writing and speaking.

By implementing these recommendations, it is possible to improve the immediate

learning possibilities of grade 8 students in reading comprehension.

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