STRATEGIES FOR OVERCOMING OBSTACLES TO ENHANCE

READING COMPREHENSION AMONG GRADE 10 STUDENT

MEMBERS :
Alcontin, Razzel R.
Bajador, Joshua Edrian P.
Castaritas, John Rowin P.
Dumato, Benjamen K.
Alim, Rohana G.
Kulilong, Hanasita P.
Libres, Charles Eugene B.
Negro, Alvin N.
Tolentino, Javson Y.
Yu, Jackylein C.
Corbo, Criselda B.

GRADE LEVEL & SECTION: THIS WILL BE

PASSED
TO:
Grade 10, Banili Ma'am Jebelyn

Pulmones
 CHAPTER I
INTRODUCTION

Reading comprehension is a vital skill that is essential for academic

success. However, many grade 10 students struggle with comprehending
complex written texts across various subjects such as science, literature,
and social studies due to limited vocabulary, poor reading habits, and lack of
background knowledge. To address these challenges, educators must employ
effective strategies that can help students overcome obstacles that hinder
their reading comprehension skills (Kintsch, 2016).

Effective strategies for improving reading comprehension include

explicit instruction, vocabulary building activities, reading comprehension
techniques, and technology-based approaches (Mackey & Gass, 2015). By
using these strategies, students can develop their reading comprehension
skills and become better equipped to understand and analyze complex texts.
However, determining which strategies are most effective for improving
reading comprehension can be a challenge (Van den Broek et al., 2016).

This research aims to investigate various strategies to enhance reading

comprehension among grade 10 students. The study will examine the
obstacles that students face when trying to comprehend written texts and
determine effective strategies that can be used to overcome these obstacles
(Chall, 2017). The research will also evaluate the effectiveness of various
approaches to improving reading comprehension, such as explicit instruction,
vocabulary building activities, reading comprehension strategies, and
technology-based approaches (Alvermann, 2017; Gernsbacher, Varner, &
Faust, 2018).

This research also explores the difficulties that 10th-grade students

encounter with reading comprehension in different subjects, which is
substantiated by research. Kintsch's (2016) study discovered that students'
reading comprehension skills can be hindered by a shortage of vocabulary,
subpar reading habits, and insufficient background knowledge.

Additionally this research also suggests several efficient techniques to

enhance reading comprehension, such as direct instruction, activities that
build vocabulary, reading comprehension strategies, and technology-based
approaches. Mackey and Gass (2015) found that these techniques can be
successful in fostering reading comprehension skills in students.

The rationale for this study is to address the challenges that grade 10
students face in comprehending written texts and to identify effective
strategies that can be employed to overcome these challenges. By
understanding the obstacles that students face and the most effective
strategies for improving their reading comprehension skills, educators can
provide more targeted and effective instruction, leading to better academic
performance and increased student confidence. This research is important
because reading comprehension is a fundamental skill that is critical for
academic success (Gough & Tunmer, 2016). By enhancing students' reading
comprehension skills, we can help them succeed in their academic pursuits
and beyond. Additionally, improving reading comprehension skills can
increase students' confidence and motivation, leading to more engagement in
learning and better academic outcomes (Allington & Gabriel, 2012). Finally,
understanding the most effective strategies for improving reading
comprehension can help educators provide more targeted and effective
instruction, leading to better academic performance for all students
(National Reading Panel, 2000).
RESEARCH OBJECTIVES
This study aims to:
1.To identify the obstacles that hinder Grade 10 students from achieving a
high level of reading comprehension.
2.To determine effective strategies that can be used to overcome the
identified obstacles and enhance reading comprehension among Grade 10
students.
3.To evaluate the effectiveness of the identified strategies in improving the
reading comprehension of Grade 10 students.
4.Determine the socio-demographic profile of the respondents.
5.Identify the reading difficulties encountered by the ESL students;and
interrpret

OPERATIONAL DEFINITION OF TERMS

Reading comprehension - Refers to the ability to understand and intewritten
text.
Metacognitive strategies - Strategies that involve thinking about one's own
thinking and learning processes.
Cognitive strategies - A type of learning strategy that learners use in order
to learn more successfully.
Reciprocal teaching - A strategy where students take turns in leading a
discussion about a text.
Visualizing and verbalizing - A strategy that involves creating mental
images while reading.
Retrieval practice - A strategy where students recall information from
memory.
ESL - stands for English as a Second Language for grade-10 students.
Obstacle - A problem that you may encounter and prevent you from doing
something.
Grade 10 learner's - refers to the respondents for our research.
Enhance - It means to improve or increase the value or quality.
Ability - refers to the talent, skill or proficiency on a particular area
HYPOTHESES OF THE STUDY
1. There is a significant difference in the reading comprehension scores
between the experimental group and control group after the intervention.
2. There is a significant relationship between the language learning
strategies used by the respondents and their reading comprehension scores.
3. There is a significant difference in the reading comprehension scores
between male and female students.
4. There is a significant difference in the reading comprehension scores
between students with different levels of socioeconomic status.

CONCEPTUAL FRAMEWORK

The conceptual framework for this study is based on the assumption

that reading comprehension is influenced by various factors such as
vocabulary knowledge, reading habits, prior knowledge, and reading
comprehension strategies. These factors are interrelated and interact with
each other to affect reading comprehension outcomes among grade 10
students.
The schematic diagram of the conceptual framework is presented below:

Pre-Reading Active Reading

Strategies Strategies

In this framework, vocabulary knowledge is represented as an

independent variable, as it is considered a critical component of reading
comprehension (August, Carlo, Dressler, & Snow, 2005). Vocabulary
knowledge is defined as the understanding and use of words, which involves
knowledge of word meanings, contextual cues, and word forms (Nation,
2013). Students with a limited vocabulary may struggle to comprehend
written texts, particularly those with complex vocabulary and syntax (Silva &
Cain, 2015).

Reading habits are also considered an independent variable in this

framework. Research has shown that students who engage in regular reading
habits, such as independent reading, have better reading comprehension skills
(Krashen, 2011). Regular reading habits can lead to increased exposure to a
wide range of texts, which can help students develop their vocabulary,
reading fluency, and comprehension skills.
Prior knowledge is another independent variable in this framework, as it is
believed to play a critical role in reading comprehension (Pressley &
Afflerbach, 1995). Prior knowledge refers to the information and
experiences that students bring to a reading task and is used to make
connections between new information and existing knowledge (Anderson &
Pearson, 1984). Students with limited prior knowledge may struggle to
comprehend written texts, particularly those that require background
knowledge in a specific topic.
 Reading comprehension strategies are considered a mediating variable
in this framework. Reading comprehension strategies refer to the cognitive
processes that students use to comprehend written texts (Pressley &
Afflerbach, 1995). Examples of reading comprehension strategies include
activating prior knowledge, making inferences, monitoring comprehension,
and summarizing (National Institute of Child Health and Human Development,
2000). The use of effective reading comprehension strategies can help
students overcome obstacles to comprehension and develop more advanced
comprehension skills.
Finally, reading comprehension outcomes are represented as the dependent
variable in this framework. Reading comprehension outcomes refer to the
ability to understand, analyze, and interpret written texts (Silva & Cain,
2015). Students with stronger reading comprehension skills are better
equipped to succeed academically and beyond, as reading comprehension is a
critical skill for success in various fields (Gough & Tunmer, 1986).

THEORETICAL FRAMEWORK
The theoretical framework of this study is anchored on the cognitive
theory of reading comprehension (Kintsch, 2016) which suggests that
comprehension involves an interaction between the reader's background
knowledge and the text's linguistic features. This interaction happens in the
reader's working memory, where the reader constructs a mental
representation or a mental model of the text. According to the schema theory
(van Dijk & Kintsch, 2016), comprehension involves the activation of a
reader's prior knowledge, which provides a framework for understanding
new information.
 Moreover, the social cognitive theory (Bandura, 2016) posits that
learning is a cognitive process that occurs in a social context. In this study,
the concept of social learning is applied by considering the role of the
teacher and the peers in facilitating students' reading comprehension skills.
The collaborative learning theory (Bruffee, 2016) is also relevant to this
study, as it emphasizes the importance of social interaction in constructing
meaning.

The concept of reading comprehension strategies is also essential to

this study, as they are effective tools for facilitating comprehension. This
study will focus on several reading comprehension strategies, such as
metacognitive strategies (Flavell, 2017), which involve planning, monitoring,
and evaluating one's own comprehension process, and cognitive strategies
(Anderson, 2016), which include summarizing, visualizing, and making
connections.

Additionally, this study will explore the use of technology-based

approaches such as digital annotation tools and online discussion forums,
which have been found to be effective in enhancing reading comprehension
(Kim, Vaughn, & Wanzek, 2016).
By adopting a theoretical framework grounded in cognitive, social, and
collaborative learning theories, this study aims to provide a comprehensive
understanding of the factors that influence reading comprehension and the
strategies that can be employed to enhance it.
 CHAPTER II

REVIEW OF RELATED LITERATURE

According to Clarke et. al. (2014), reading comprehension is a vital

ability for all students because it involves the process of simultaneously
obtaining and generating meaning from written language through engagement
and involvement. Understanding the meaning of words, analyzing the author's
point of view, aiming for writing, and acquiring new vocabulary are all
critical reading abilities that aid in reading comprehension.

On the other hand, according to Gough & Tunmer (1986) as cited by

Chen et. al. (2020), reading comprehension is a multifaceted process that
requires the integration and coordination of a variety of abilities, including
word decoding, the capacity to decipher or recognize written words, and
speech or listening comprehension, the ability to comprehend what is decoded
in spoken form.

Reading is a critical ability for students to develop early in their

schooling since it serves as the basis for learning in all academic disciplines
throughout their education (Sloat et. al., 2013 as cited by Almutairi, 2018).

In addition, developing reading abilities before students enter third

grade is crucial, as students begin to read in order to obtain information and
learn from academic content after third grade. Additionally, students who do
not master reading abilities by the end of third grade have low desire for
learning, behavioral difficulties, and academic success, and are at danger of
failing to graduate from high school.
 However, students who grasp reading by the third or fourth grade have
a better chance of academic success. (Foorman et. al., 2003 as cited by
Almutairi, 2018). More significantly, according to FletcherJanzen et. al.,
(2013) as cited by Almutairi (2018), students must be able to comprehend
what they are reading while participating in reading activities. Reading
comprehension is a critical component of reading that must be mastered. It
demands students to progress beyond decoding specific words and phrases to
developing a thorough knowledge of the material as a whole.

Comprehension is a complicated process that needs a collaborative

effort between students' prior knowledge of the context, the goal of the
reading material, and the degree of vocabulary and language used by the
writers to convey meaning in a book. The procedure is complicated due to the
fact that it demands students to participate in a variety of cognitive tasks,
processes, and abilities. These abilities include decoding words effectively,
comprehending language grammar, drawing conclusions, utilizing prior
knowledge, and regulating working memory appropriately. Even a brief
passage of content requires the reader to use strategic judgment in
determining when and how to employ each of these abilities.

Moreover, Clarke et. al., (2014) also states that students must develop
reading comprehension abilities in order to succeed academically and
personally. Reading comprehension is the foundation for understanding all
academic information throughout students' academic careers. Reading
comprehension becomes increasingly important in all academic disciplines as
students’ progress through the grades. Students, in particular, require
reading comprehension abilities in order to meet educational goals at school
and in the classroom. For instance, students are required to comprehend
what they read from diverse sources in order to do research in a variety of
academic disciplines.
 Additionally, being able to comprehend what they are reading enables
students to swiftly seek key material, eliminate irrelevant information to the
current issue, and focus on the critical information. Academic achievement
also necessitates students' ability to comprehend, evaluate, and apply
knowledge gleaned from reading.

Furthermore, students require reading comprehension skills in order to

comprehend and complete academic work. However, students who lack reading
comprehension abilities will be unable to complete all of that work.

Coreespondingly, Previous research on reading comprehension has

identified several factors that contribute to successful comprehension,
including metacognitive strategies, vocabulary knowledge, and reading
fluency. Studies have found that training in metacognitive strategies leads to
improvements in comprehension, larger vocabularies are associated with
better comprehension, and fluent reading enables students to focus more on
meaning. These findings have important implications for educators seeking
to improve students' reading comprehension abilities.
 CHAPTER III
METHODOLOGY

RESEARCH DESIGN

This study utilized a pre-test and post-test experimental design with a

quantitative approach to investigate the effectiveness of various strategies
in enhancing reading comprehension skills among Grade 10 students. The
intervention consisted of a combination of explicit instruction, vocabulary
building activities, reading comprehension strategies, and technology-based
approaches. The study employed a purposive sampling technique to select 60
participants, with 30 participants in the experimental group and 30 in the
control group, who are grade 10 students with difficulty in comprehending
written texts. Data was collected using a standardized reading
comprehension test, which was administered both before and after the
intervention.

RESPONDENTS OF THE STUDY

The participants of this study will be 60 grade 10 students who were

selected using a purposive sampling technique. Inclusion criteria were grade
10 students who have difficulty in comprehending written texts. Of the
participants, 30 were assigned to the experimental group and 30 to the
control group.

The participants will be the students of a high school in Dilangalen

National High School, during the school year 2023. The experimental group
received a combination of explicit instruction, vocabulary building activities,
reading comprehension strategies, and technology-based approaches as an
intervention. Meanwhile, the control group received no intervention and was
only subjected to the pre-test and post-test.

Data will be collected using a standardized reading comprehension test,

which was administered both before and after the intervention. The ethical
considerations of the study were ensured by obtaining informed consent
from the participants and their parents or guardians, ensuring anonymity
and confidentiality of the participants' data, and adhering to the ethical
guidelines set by the Institutional Review Board (IRB)

SAMPLING PPROCEDURE

The participants of the study will be selected from grade 10 students

of Dilangalen National High School using a purposive sampling technique. The
inclusion criteria for the study are grade 10 students who have difficulty in
comprehending written texts. A total of 60 participants will be included in
the study, with 30 participants in the experimental group and 30
participants in the control group.

RESEARCH INSTRUMENT

For this study, a researcher-developed survey questionnaire will be

utilized as the primary research instrument to gather data from the selected
grade 10 students in Dilangalen National High School. The questionnaire will
consist of three parts: Part 1 will elicit the respondents' demographic
information such as age, gender, and grade level. Part 2 will determine the
respondents' level of writing proficiency by providing an essay writing test.
Finally, Part 3 will gather information on the language learning strategies
employed by the respondents.

The questionnaire was carefully crafted based on the literature review

and consultations with experts in the field of language learning and
assessment. A panel of experts evaluated the content validity of the
questionnaire to ensure that it measures what it intends to measure.

To establish the questionnaire's reliability, a pilot study will be

conducted among 10 participants who will not be included in the final sample.
The results of the pilot study will be analyzed using the Cronbach's alpha
coefficient to determine the internal consistency of the questionnaire.

The data gathered through the questionnaire will be analyzed using

descriptive and inferential statistics to determine the relationship between
the level of writing proficiency, language learning strategies, and
demographic characteristics of the respondents.

DATA GATHERING PROCEDURE

For this study, data will be collected using a standardized reading

comprehension test, which will be administered both before and after the
intervention. Additionally, the study will utilize a survey questionnaire to
gather information on the participants' demographic characteristics, reading
habits, and preferences. The questionnaire will be administered before the
pre-test to ensure the accuracy of the results.
 The researcher will conduct the data collection personally in the
selected school, Dilangalen National High School. Before administering the
reading comprehension test and survey questionnaire, the researcher will
explain the purpose and importance of the study to the participants. The
participants' voluntary participation will be requested and their informed
consent will be secured. The anonymity and confidentiality of the
participants will be ensured, and the participants' data will be kept securely.

Data will be collected from 60 grade 10 students who have difficulty

in comprehending written texts. A total of 30 participants will be included
in the experimental group and 30 in the control group. The experimental
group will receive the intervention, while the control group will not receive
any intervention. Both groups will be given the same reading comprehension
test before and after the intervention.

The collected data will be encoded and analyzed using descriptive and
inferential statistics. The data will be tabulated, tallied, and interpreted to
answer the research questions. The findings of the study will be presented in
tables, graphs, and charts to easily comprehend the results.
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