Intervention to Enhance Reading Comprehension Skills of Grade 7  Students through Background Knowledge Activation, Repeated  Readings, Reading Aloud, and Asking Questions

Ma. Thessa Caabay; Louela Martinez; Jenny Valdestamon; Hernalyn Aguhayon

doi:10.57092/ijetz.v3i1.154

Authors

Ma. Thessa R. Caabay Caponayan National High School
Louela L. Martinez Caponayan National High School
Jenny L. Valdestamon San Dionisio Elementary School
Hernalyn G. Aguhayon Quezon-Aramaywan National High School

DOI:

https://doi.org/10.57092/ijetz.v3i1.154

Keywords:

Action Research, Educational Intervention, Reading Skill, Quality Education

Abstract

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.

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References

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