Cebu Normal University Medellin Campus
A Research Proposal:
Enhancing Reading
Proficiency to Improve
Reading Comprehension of
Grade 7 Students in Medellin
National High School
Arong, Nicole T., Carabio, Shieldon S., and Espanol, Crishalou C.
Agenda Overview
Theoretical/Conceptual
Introduction 01 05
Framework
Statement of the Problem 02 06 Methodology
Research Design, Instrument,
Significance of the Study 03 07
Environment, and Procedure
Review of Related Literature 04 08 Data Analysis
Chapter 1:
INTRODUCTION
Reading is a foundational skill that plays a critical role in educational
success and lifelong learning. In classroom settings, reading promotes
collaboration and inclusivity through group discussions and the
exchange of ideas, further highlighting its integral role in academic
development. Despite its importance, reading proficiency remains a
significant challenge in the Philippines. Findings from PISA underscore
the urgent need for targeted interventions to address reading
difficulties and improve comprehension skills among Filipino learners.
Chapter 1:
INTRODUCTION
This research seeks to bridge the gap between identified reading
challenges and effective solutions by providing evidence-based
strategies tailored to the needs of Grade 7 learners. By addressing
these difficulties, the study aims to contribute to the broader goal of
improving literacy rates and academic outcomes in the Philippines.
Statement of the Problem
Specifically, the study aims to answer the following questions:
1. What are the common reading difficulties that hinder students'
learning?
2. How effective are the proposed strategies in addressing the
identified reading difficulties?
3. Is there a significant difference in the academic performance of the
students with or without difficulties?
Significance of the Study
The study aims to improve the reading proficiency of Grade 7 students at
Medellin National High School by addressing comprehension and fluency
difficulties. It benefits students by enhancing literacy skills, confidence,
and academic performance. Teachers will gain effective strategies like
guided oral reading and tutorials, while school administrators can use the
findings to develop literacy programs. Parents will become more aware of
their children's reading struggles and learn how to support them. Future
researchers can also use this study as a reference for reading
interventions. Ultimately, the research contributes to improving literacy
rates and national educational development in the Philippines.
Chapter 2:
REVIEW OF RELATED LITERATURE
A recent study in 2017 by Sari concluded that reading is very important
and helpful to us, not just in English class, but other subjects, such as
mathematics and others. With this, reading plays a vital role in one’s
success in academics and in life. It is one of the most important skills
that individuals must possess because it is a prerequisite to all learning
areas and acts as a passport in learning the different subjects
because if one has difficulty in reading, he or she may also experience
difficulty in other subjects. In addition, reading comprehension is
considered one of the most complex activities humans can perform.
Imagine a vital document such as a birth certificate, marriage
contract, or housing agreement. However, a reader cannot understand
what he reads. Alternatively, maybe solving an exam, but one cannot
understand the instructions. This is the moment when reading
comprehension comes in. It plays a significant role in the total
functioning of our community. It is also one of the pillars of reading. A
person may know how to read certain words, but comprehension is
something that is developed, practiced, learned, and experienced over
time. One can read terms like “dog,” “banana,” or “walk,” simple words
with known meanings but, reading comprehension is way more
profound than that. It is the ability to define word by word and create a
profound idea from the talks given or read (K12 Reader, 2018).
Moreover, reading comprehension also includes the ability of a
person to translate the essence of the sentences using his own words.
This also consists of applying the text read in one’s life. One aspect of
reading comprehension is when a person articulates some of his life
experiences and relates them to the text written. It is a sign that a
person truly comprehends because some personal emotions are
attached to it (Wilhelm, 2018).
Reading intervention techniques are measures taken to assist pupils
with reading difficulty. Reading comprehension requires substantial
information processing skills, particularly regarding working memory
capacity (Kim, 2017).
There may be various reasons why a kid is having trouble reading.
Still, educators can support these pupils in developing their reading
abilities by implementing particular reading intervention tactics.
Students frequently have trouble decoding words, have weak
comprehension abilities, and have limited reading fluency (Wang,
2019). The development of reading comprehension is greatly
facilitated by teaching reading strategies (Okkinga, 2018).
For instance, for pupils who are having trouble reading, reading
intervention strategies are crucial. Teachers can assist these pupils in
developing their reading abilities and becoming effective readers by
utilizing targeted interventions that are suited to the needs of the
individual students (Idulog et al., 2023).
In the 2018 Programme for International Student Assessment (PISA,
2018), 15-year-old Filipino students ranked last in reading proficiency
among all countries/territories, with only 19% meeting the minimum
(Level 2) standard. It is important to understand the different factors
that contribute to the low reading performance and proficiency of
these students, specifically the interventions that may help address
this learning problem. Based on the result of a study using machine
learning approaches, specifically binary classification methods, to
identify the variables that best predict low (Level 1b and lower) vs.
higher (Level 1a or better) reading proficiency using the Philippine PISA
data, 20 variables that discriminated low reading proficiency students
were identified.
The results reflect aspects of the students’ psychosocial experiences at
home, the classroom, and in the schools that relate to their poor
reading proficiency. The results point to how interventions to address
poor reading proficiency need to go beyond the curriculum and
instructional interventions. What is needed are localized interventions
that try to improve the psychosocial experiences of students in school,
and that involve stakeholders from the local communities. In
connection with this, the country must take action starting from its
grassroots.
The guided oral reading approach is proven effective in improving
students’ reading comprehension. Guided oral reading is an
instructional strategy that can help students improve a variety of
reading skills, including fluency (Sacares, et. al, 2023).
Theoritical/Conceptual Framework
01 Zone of Proximal Development (Vygotsky, 1987)
It describes the abilities
that a person can
perform with help from
an expert but cannot
yet do by themselves
(Cherry, 2023).
Figure 1: Vygotsky’s Zone of Proximal Development Theory
R Figure 2: Research Paradigm
es
ea
rch
Paradigm
Chapter 3:
METHODOLOGY
Research Design
A case study approach is chosen as it allows for a detailed
exploration of students’ reading comprehension and fluency
within their real-life learning environment.
Research Instrument
The research primarily utilizes observation and interviews as
data collection instruments.
Research Environment
This study will be conducted at Medellin National High School,
where Grade 7 students serve as the primary participants.
Research Procedure
PHASE 1: (Gaining Access)
PHASE 2 ( Data Collection)
PHASE 3 ( Data Aggregation)
Data Analysis
Phases of Thematic Analysis
01 Familiarize yourself with the data
02 Generate your codes
03 Review your themes
04 Define and refine your themes
05 Write a report
Thank You!
