Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions
This study sought to assess the reading proficiency of 23 purposively selected seventh-grade students at Caponayan National High School during the academic year 2023-2024, focusing on their reading comprehension levels. These assessments were the foundation for developing an effective reading progra...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Yayasan Nurul Yakin Bunga Tanjug
2024-02-01
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| Series: | International Journal of Education and Teaching Zone |
| Subjects: | |
| Online Access: | https://jurnal.yayasannurulyakin.sch.id/index.php/ijetz/article/view/154 |
| _version_ | 1797256538849542144 |
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| author | Ma. Thessa Caabay Louela Martinez Jenny Valdestamon Hernalyn Aguhayon |
| author_facet | Ma. Thessa Caabay Louela Martinez Jenny Valdestamon Hernalyn Aguhayon |
| author_sort | Ma. Thessa Caabay |
| collection | DOAJ |
| description | This study sought to assess the reading proficiency of 23 purposively selected seventh-grade students at Caponayan National High School during the academic year 2023-2024, focusing on their reading comprehension levels. These assessments were the foundation for developing an effective reading program tailored to students’ needs. Over four weeks, data collection involved repeated reading-aloud sessions and immediate questioning post-reading. In the educational process carried out in the Philippines, the Informal Reading Inventory standard is used. The analysis revealed that the respondents demonstrated mastery of essential sight words, with only a few identified miscues. Significantly, the number of students experiencing frustration decreased from 16 to 4 after the intervention, accompanied by notable improvements in reading comprehension. The instructional level increased from 7 to 13, while the highest comprehension level, classified as independent, rose from 0 to 6. Assessing the students’ overall performance before and after the intervention indicated substantial progress. Statistical analysis demonstrated a significant difference before and after the intervention. Based on these findings, the study concludes that even a brief intervention can significantly improve students’ reading abilities. |
| first_indexed | 2024-04-24T22:23:21Z |
| format | Article |
| id | doaj.art-32963205fb7942efb18ac170c95b6980 |
| institution | Directory Open Access Journal |
| issn | 2963-7899 2830-7925 |
| language | English |
| last_indexed | 2024-04-24T22:23:21Z |
| publishDate | 2024-02-01 |
| publisher | Yayasan Nurul Yakin Bunga Tanjug |
| record_format | Article |
| series | International Journal of Education and Teaching Zone |
| spelling | doaj.art-32963205fb7942efb18ac170c95b69802024-03-20T04:30:44ZengYayasan Nurul Yakin Bunga TanjugInternational Journal of Education and Teaching Zone2963-78992830-79252024-02-0131505910.57092/ijetz.v3i1.154156Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking QuestionsMa. Thessa Caabay0Louela Martinez1Jenny Valdestamon2Hernalyn Aguhayon3Caponayan National High SchoolCaponayan National High SchoolSan Dionisio Elementary SchoolQuezon-Aramaywan National High SchoolThis study sought to assess the reading proficiency of 23 purposively selected seventh-grade students at Caponayan National High School during the academic year 2023-2024, focusing on their reading comprehension levels. These assessments were the foundation for developing an effective reading program tailored to students’ needs. Over four weeks, data collection involved repeated reading-aloud sessions and immediate questioning post-reading. In the educational process carried out in the Philippines, the Informal Reading Inventory standard is used. The analysis revealed that the respondents demonstrated mastery of essential sight words, with only a few identified miscues. Significantly, the number of students experiencing frustration decreased from 16 to 4 after the intervention, accompanied by notable improvements in reading comprehension. The instructional level increased from 7 to 13, while the highest comprehension level, classified as independent, rose from 0 to 6. Assessing the students’ overall performance before and after the intervention indicated substantial progress. Statistical analysis demonstrated a significant difference before and after the intervention. Based on these findings, the study concludes that even a brief intervention can significantly improve students’ reading abilities.https://jurnal.yayasannurulyakin.sch.id/index.php/ijetz/article/view/154action researcheducational interventionreading skillquality education |
| spellingShingle | Ma. Thessa Caabay Louela Martinez Jenny Valdestamon Hernalyn Aguhayon Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions International Journal of Education and Teaching Zone action research educational intervention reading skill quality education |
| title | Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions |
| title_full | Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions |
| title_fullStr | Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions |
| title_full_unstemmed | Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions |
| title_short | Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions |
| title_sort | intervention to enhance reading comprehension skills of grade 7 students through background knowledge activation repeated readings reading aloud and asking questions |
| topic | action research educational intervention reading skill quality education |
| url | https://jurnal.yayasannurulyakin.sch.id/index.php/ijetz/article/view/154 |
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