Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
COLLEGE OF EDUCATION
http://www.debesmscat.edu.ph
Cabitan, Mandaon, Masbate
_________________________________________________________________________________

Road to Comprehension: Improving Reading level of Grade 10 Learners

Using Explicit Instruction

A Research Presented to the Faculty of the College of Education DEBESMSCAT,

Cabitan, Mandaon, Masbate

In partial fulfillment of the requirements to the Teaching Internship

Abellera, Florabel R.
Alvarado, Nico
Amaro, Irischin A.
Arnaldo, Rechard P.
Bañez, Alexander James
Borre, Maria Maribel M.
Gomez, Irene D.
Gonzales, Marilyn B.
Manlapaz, Beverly L.

MAY 2023
ABSTRACT

The study aimed to determine whether explicit instruction in reading strategies can

improve the reading comprehension of Grade-10 learners at Luy-a National High School. Based

on pre-assessment, learners struggled with deriving meaning from the text they had read, which

highlights the importance of comprehension in reading. Results of prior studies support explicit

instruction as an effective way to improve reading comprehension. Through a quasi-experimental

design, the study involved giving explicit instruction to the experimental group during the second

semester of the school year 2022-2023. The findings suggest that explicit instruction can

effectively improve the reading comprehension of Grade-10 learners. However, the study's

limitations should be taken into account when interpreting the findings. Educators and

policymakers can use this study's findings to create better literacy outcomes for high school

students.
 ACKNOWLEDGEMENT

We would like to extend our heartfelt appreciation and gratitude to all those who have
contributed to the successful completion of this research project. We acknowledge that no task
can be achieved alone, and thus, we are indebted to the countless individuals who have aided us
throughout the process.
First and foremost, we express our gratitude to Almighty God whose constant support
and guidance have helped us to persevere and overcome obstacles throughout this Classroom
Based Action Research.
We also wish to thank our beloved family who has been our rock and support system
throughout our academic journey. Their unwavering love and encouragement have been the
driving force behind our success.
Furthermore, we would like to thank the Coordinator of the student internship program for
their invaluable role in facilitating, overseeing and responding to our inquiries in the best way
possible.
Last but not least, we would like to express our heartfelt appreciation to our Co-Student
Interns who have worked alongside us and made our internship journey a memorable one. Their
acts of kindness, wisdom, and naughtiness have made our experience all the more enjoyable. We
cherish the moments we spent together, from long rides to school to shared lunches and the
return trip. Thank you all for being an integral part of this research project, and for your
invaluable contribution to our academic pursuits.

In conclusion, we would like to express our utmost appreciation to all those who have
supported us in our research journey. Your assistance and contributions have been instrumental
in our success. This research project has been a learning experience that has helped us grow and
develop our skills, and we take pride in the outcome of our work. Once again, our profound
gratitude goes out to everyone who has helped us on this journey. We wish you all the very best
in your future endeavors.
CONTEXT AND RATIONALE

The target groups for this study were students in Grade-10 learners at Luy-a National

High School. Researchers for pre-service teachers have observed learners struggling with the

process of reading comprehension, which causes them great concern as future educators.

Evidence was found in the pre-assessment conducted by the pre-service teacher researchers' and

students' written responses on pre-assessment that the students struggled to derive meaning from

the text they had read. Reading is a complex process that necessitates the use of several skills at

the same time. Indeed, according to Harvey (1998), we continue to "...develop strategies to

improve reading proficiency well into adulthood" (p. 71). Perhaps the most important component

of reading is comprehension. If a person cannot understand text and use text to think, speak, and

write critically, he or she will fall behind in high school, college, or the workplace.

Future literacy instruction, according to Asselin (2000), will be "...project-based rather

than subject-based, inquiry-driven, involve a great deal of social collaboration, emphasize

higher-level thinking, include explicit metacognitive instruction, and use information

technologies as primary learning tools" (p. 61). As a result, traditional comprehension

instruction, or the lack thereof, will be insufficient in the coming years. In order to better support

all readers, but particularly those who have not yet developed metacognitive awareness and

strategic reading behaviors, educators and educational researchers have conducted a variety of

studies on the use of explicit strategy instruction to improve reading comprehension (Boulware

Gooden et al., 2007; Camahalan, 2006; Choo & Ahmad, 2011; Dori, 2007; Gooden, 2012; Kolic-

Vehovec & Bajsanski, 2006; Kragler & Martin, 2009; McKoewn et al., 2009; Moore et al., 1994;
Nash-Ditzel, 2010; Nelson & Manset-Williamson, 2006; Ness, 2011; Ofudo & Adedipe, 2011;

Oster, 2001; Prado & Plourde, 2011; Sencibaugh, 2007; Smith, 2006; Taboada, 2012; Takallou,

2011; van der Schoot et al., 2008; Van Keer, 2004; Van Keer & Verhaeghe, 2005; Wichadee,

2011; Yang, 2006; Zhang, 2012).

Essentially, comprehension is a key characteristic of a good reader. As a result, it is

critical for teachers to assist their students in comprehending what they read. Explicit strategy

instruction is one way for teachers to help their students with reading comprehension. Explicit

strategy instruction entails making students cognitively aware of the thinking processes that good

readers use when engaging with text and providing them with specific strategies to support and

repair their comprehension as they read a variety of texts. It is "explicit" because it is a direct and

straightforward teaching methodology that employs scaffolds/supports until learners become

self-sufficient (Archer and Hughes, 2011). Cekiso (2017) mentions that Hall (2009) defines

explicit instruction as a systematic teaching approach involving clear delivery and design

procedures. As Van Keer (2004) asserts, this entails greater involvement of teachers and learners

through interaction with one another and, more importantly, with the text itself. Explicit

instruction pays close attention to the details of teaching in order to ensure success in learning

reading skills (Marchand-Martella & Martella, 2013). The teacher does not simply facilitate

learning but directly influence learners through perceivable actions. This type of instruction uses

phrases in the lesson plan such as “Watch as I show you,” “Listen and watch,” and “My turn.” In

contrast, it avoids phrases such as “challenge [learners] by saying,” “encourage [learners] to

explore,” and “facilitate learning by.” According to Cekiso (2017), there is a significant

relationship between explicit teaching of reading strategies and an increase in learners' reading
comprehension. Gebre (2015) also concludes that explicit reading strategy instruction improves

reading comprehension test scores.

The current study sought to determine whether explicit instruction in reading strategies

improves the reading comprehension of Grade-10 learners at Luy-a National High School.

INNOVATION, INTERVENTION AND STRATEGY

It is extremely concerning that the majority of students in Luy-a National High School's

Grade 10 lack reading comprehension. To solve this issue, explicit instruction will be used to

teach reading strategies and improve students' reading comprehension. Grade-10 students in

frustration level will participate in a quasi-experimental study in which they will be the subject.

The participants will be grouped into two, one group will serve as the experimental group and

the other as the control group. After the conduct of a pre-test, a three-month period of explicit

teaching on reading methods will be done to the experimental group during the second semester

of the School Year 2022-2023. In the study of Cekisko (2012), he found out that explicit

instruction in the use of reading strategies was essential to bring about the increased use of

reading strategies of learners in the experimental group. The two groups will then take a post-test

to determine whether explicit instruction was successful.

Here are some of the sources about giving explicit instruction which will be referred to

by the teacher. According to Archer and Hughes (2011), explicit instruction includes a number of

components, including a focus on essential material (teaching rules and skills), step-by-step

demonstration of the skill, and frequent feedback (i.e. high-level of learner-teacher interaction).

It also offers six (6) teaching features, including weekly and monthly reviews as well as guided
practice, corrections, and feedback. Additionally, the "optimize engaged time/time on task" and

"scaffold instruction" teaching principles are offered.

A study by Cekiso (2012) provides a procedure (similar to that of Wilhelm’s [2001]) in

teaching reading strategies presented before, during, and after reading which includes the

following steps: (1) how to use the strategy, (2) how, why, when, and where to use the strategy,

(3) teacher modelling, (4) teacher scaffolding, (5) independent learner practice, and (6)

integrated use with other materials. The content and purpose of the strategies should be clearly

explained.

An article, titled “Direct, explicit comprehension strategy instruction” published by U.S.

Department of Education, presents a comprehension strategy instruction. A careful selection of

text appropriate for the learners’ reading level is necessary. Next is showing how the strategy is

applied to other texts. Then, the teacher explains the purpose of the strategy and how it is

actually used. Several activities for practicing are needed. Constant reminder of the objective of

the reading lesson is also necessary.

Marchand-Martella & Martella (2013) state that explicit instruction includes three (3)

features: lesson planning, lesson delivery (clear opening, clear modelling, guided practice,

independent practice, and brief review or closing), and assessment (considers mastery during

guided and independent practice, maintenance by reviewing, and generalization or transfer of

learning).

Learners had the liberty to read books of their own preference. Included in this time

period was a short comprehension question-and-answer with 2-3 students.

It is important to highlight that the present study focuses on Filipino learners, especially,

Grade-10 pupils of Luy-a National High School. This is in contrast to certain research reviewed
above which have other nationalities as subjects. Nevertheless, the same technique in explicit

instruction will be utilized.

ACTION RESEARCH QUESTIONS

This study intends to address the problem of inadequate reading comprehension among

Grade-10 learners in Luy-a National High School. This research sought to answer the following

questions:

1. How does explicit instruction influence the reading comprehension of Grade-10 learners?

2. What are the explored processes involved in the implementation of explicit instruction as

an innovation?

ACTION RESEARCH METHODS

Participants

In Luy-a National High School there are five (5) existing sections in Grade 10 (Amazing,

Awesome, Astonished, Astounded, and Stunning), majority of the students fall under frustration

level. All grade 10 students are the participants of the study. Three sections will be the

experimental group and the remaining two groups will serve as the control group.

Data Gathering Methods

In order to gather data to explore the reading level of Grade-10 students using explicit

instruction, the proponent will conduct involving the whole class.

The materials are designed to measure the reading comprehension level of the respondent as

independent, instructional or frustrations.

 A pre-test will be given to the Grade-10 before the application proper of explicit instruction.

To determine how explicit instruction can help students' reading comprehension, the proponent

will be in charge of the experimental class. To determine whether there has been an improvement

in students' reading comprehension following a proportionate amount of direct instruction, a

post-test (using the same questionnaires) will be given.

Experimental Design

The study used a quasi-experimental control group design, where the experimental group

participants were exposed to explicit instruction, the control group students received no

intervention. After the intervention, the two groups were post-tested.

Research Instruments

The study adopted the reading comprehension test of the Philippine Informal Reading

Inventory (Phil-IRI). The researchers picked graded passages from the APPENDIX A9 Phil-IRI

for Pre-Tests and Post-tests in English.

VIII. DISCUSSION OF RESULTS AND REFLECTION

Table 1 Pre-test results of experimental group

PRE- TEST IN EXPIREMENTAL

35
30
25
20
15
10
5
0
0 1 2 3 4 5

Number of students
 SCORES TALLY FREQUENCY PERCENTAGE

0 III 3 3.1%

1 IIIII-IIIII-IIIII-II 17 17.3%

2 IIIII-IIIII-IIIII- 33 33.7%

IIIII-IIIII-IIIII-III

3 IIIII-IIIII-IIIII- 30 30.6%

IIIII-IIIII-IIIII

4 IIIII-IIIII-IIIII 15 15.3%

5 0 0%

Total 98 100%

Table 1 shows the results of the pre-test for the experimental group. The majority of

students scored a 2, with 33.7% of students falling within this category. The second most

frequent score was a 3, with 30.6% of students scoring within this range. This indicates that the

majority of students in the experimental group had a moderate level of reading comprehension

prior to the intervention.

Table 2 Pre-test results of control group

PRE- TEST IN CONTROL GROUP

30

25

20

15

10

0
0 1 2 3 4 5

Number of students
 SCORES TALLY FREQUENCY PERCENTAGE

0 0 0%

1 IIIII-IIIII-I 11 17.7%

2 IIIII-IIIII-I 11 17.7%

3 IIIII-IIIII-IIIII- 28 45.2%

IIIII-IIIII-III

4 IIIII-IIIII-II 12 19.4%

5 0 0%

Total 62 100%

Table 2 shows the results of the pre-test for the control group. The highest frequency of

scores fell within the 3 category, meaning that the majority of students had moderate reading

comprehension prior to the intervention. The remaining scores were fairly evenly distributed

between categories 1, 2, and 4.

Table 3 Post-test results of experimental group

POST- TEST IN EXPIREMENTAL

40
35
30
25
20
15
10
5
0
0 1 2 3 4 5
 SCORES TALLY FREQUENCY PERCENTAGE

0 0 0%

1 0 0%

2 IIIII-IIIII-IIIII-IIIII 12 12.2%

3 IIIII-IIIII-IIIII- 15 15.3%

IIIII-III

4 IIIII-IIIII-IIIII- 34 34.7%

IIIII-IIIII-IIII

5 IIIII-IIIII-IIIII- 37 37.8%

IIIII-I

Total 98 100%

Table 3 displays the post-test results for the experimental group. The most common score

was a 5, with 37.8% of students scoring within this category. This indicates that the intervention

led to a significant improvement in reading comprehension for many of the students in this

group. However, it is worth noting that 12.2% of students still scored in the 2 category,

suggesting that the intervention was less effective for them.

Table 4 Post-test result results of control group

30
25 POST- TEST IN CONTROL GROUP
20
15
10
5
0
0 1 2 3 4 5

Number of students
 SCORES TALLY FREQUENCY PERCENTAGE

0 0 0%

1 IIIII-IIIII 10 16.1%

2 IIIII-IIIII-I 11 17.7%

3 IIIII-IIIII-IIIII- 25 40.3%

IIIII-IIIII

4 IIIII-IIIII-IIIII 15 24.2%

5 I 1 1.7%

Total 62 100%

Table 4 shows the post-test results for the control group. The most frequent score was a 3,

which means that the majority of students in this group maintained their moderate level of

reading comprehension after the intervention. While there were some improvements (as

indicated by the scores in the 4 and 5 categories), there were also some students who scored in

the 1 and 2 categories, suggesting that the intervention was not effective for everyone in this

group.

Overall, these tables suggest that the intervention was more effective for the experimental

group than the control group, as demonstrated by the higher percentage of students scoring in the

4 and 5 categories in Table 7.3. However, it is also clear that not all students benefited equally

from the intervention, with some still scoring in the lower categories after the intervention. This

highlights the need for ongoing support and individualized instruction for students with varying

levels of reading comprehension.

The results of the pre-test show that both the experimental and control groups have a

relatively low reading comprehension level, with a majority of the students scoring at level 2 on
the standardized assessment. This is consistent with prior research that has shown a decline in

reading proficiency as students enter the high school level (Biancarosa & Snow, 2004; Kirsch et

al., 2002).

After the intervention, the experimental group showed significant improvement in their

reading comprehension, with a majority of the students scoring at level 4 or 5 on the post-test.

The control group also showed improvement, but to a lesser degree, with most students

remaining at level 3.

The results suggest that explicit instruction, which involves teaching students specific

reading strategies and skills, can be effective in improving reading comprehension at the high

school level. This is consistent with prior research that has shown the effectiveness of explicit

instruction in improving reading comprehension for struggling readers (National Reading Panel,

2000; Vaughn et al., 2011).

It is important to note that the results of this study should be interpreted with caution due

to limitations in sample size and generalizability. Further research is needed to confirm the

effectiveness of explicit instruction in improving reading comprehension for high school students

across a larger and more diverse population.

In conclusion, the results of this study suggest that explicit instruction can be an effective

approach to improving reading comprehension for high school students. This finding has

implications for educators and policymakers seeking to improve literacy outcomes for students at

the high school level.

 ACTION PLAN

ACTIVITIES MONTHS

SEPTEMBER OCTOBER NOVEMBER DECEMBER MARCH APRIL MAY

Preparation of research

proposal, survey and test

questionnaires

Submission of the letter

request for approval and the

action research proposal to

the School Principal

Pre- Test, listening to the

voice of the learners and

recording results

Fixing the data and the parts

of the proposal CBAR

Proposal of the Classroom

Based Action Research

Conducting an intervention

to the learners

Post Test, listening to the

voice of the learners and

recording results

Fixing the data and the parts

of the Final CBAR

Final Defense of CBAR

REFERENCES
Almeida, A.B., Gaerlan, A.A., & Manly, N.E. (2016). Research fundamentals from concept to

output: A guide for researchers and thesis writers. Quezon City, Philippines: Adriana

Publishing Co., Inc.

Archer, A.L. & Hughes C.A. (2011). Exploring the foundations of explicit instruction. Explicit

instruction: effective and efficient teaching. New York: The Guilford Press. Retrieved

from http://explicitinstruction.org/download/sample-chapter.pdf

Cekiso, M. (2012). Effects of strategy instruction on the reading comprehension and strategy

awareness of Grade-11 English Second Language learners in the Eastern Cape. Reading

& Writing 3(1), Art. #23, 8 pages. Retrieved from

http://www.rw.org.za/index.php/rw/article/viewPDFInterstitial/23/30

Gebre, T. (2015). The Effect of strategy instruction on grade eleven students’ reading

comprehension performance: The case of Kulla Preparatory School in Arsi Zone, Oromia

Region. Master’s Thesis. Haramaya University. Retrieved from

http://213.55.85.90/bitstream/handle/123456789/2545/Tesfu%20Gebre.pdf?

sequence=1&isAllowed=y

Ilustre, C.A.P. (2011). Beliefs about reading, metacognitive reading strategies and text

comprehension among college students in a private university. Philippine ESL Journal,

Vol. 7, July 2011. Philippines: Time Taylor International http://www.philippine-esl-

journal.com/wp-content/uploads/2014/01/V7-A2.pdf
Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and

ESL readers. The Reading Matrix, Volume 10, Number 2, September 2010. India.

Retrieved from www.readingmatrix.com/articles/sept_2010/alireza_karbalaei.pdf

Marchand-Martella, N.E. & Martella, R. (2013). Explicit reading instruction: Important features

and findings. SRA FLEX Literacy. Retrieved from http://ecommerce-

prod.mheducation.com.s3.amazonaws.com/unitas/school/explore/sites/flex/flex-white-

paper-explicit-reading-instruction.pdf

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of

Developmental Education, 25 (3). Retrieved from

http://laurenyal.myefolio.com/Uploads/Survey2002Mokhtari.pdf

Ness, M.K. (2009). Reading comprehension strategies in secondary content area classrooms:

Teacher use of and attitudes towards reading comprehension instruction. Reading

Horizons Volume 49, Issue 2. The Berkeley Electronic Press (bepress). Retrieved from

http://scholarworks.wmich.edu/cgi/viewcontent.cgi?

article=1052&context=reading_horizons

U.S. Department of Education. Direct, explicit comprehension strategy Instruction. Retrieved

from http://www.adlit.org/article/27740/
Villamin, A.M., Salazar, E.S., Bala, E.C., & Sunga, N.R. (1994). Innovative strategies in

communication arts. Quezon City, Philippines: Phoenix Publishing House, Inc.

XI. FINANCIAL REPORT

MATERIALS/ ESTIMATED ESTIMATED PURPOSE(s)

EXPENSES QUANTITY AMOUNT

 (P)

1. Bond Paper, ball 4 reams size A4 825.00 For manuscript,

pen bond paper, 5 pcs. questionnaires, handouts

and other instructional

materials.

2. Internet/ Load 20 hours and 200 300.00 For research purposes

regular loads

3. Encoding and 1 bottle of ink 500.00 For research, manuscript

printing charge, and instructional materials

reproduction

TOTAL 1,625.00