Name: KRISTIAN DAVE D.

BINAY Date: MARCH 9, 2024

Course: MAED- Science
RESEARCH PROPOSAL
I. Research Title: Scientific Reading Intervention Model (SRIM) and the level of Reading
Comprehension on the Scientific Text of IP learners of Graciano Politico Dela Chica
Mangyan School.

II. Statement of the Problem: The purpose of this study is to identify the impact of Scientific
Reading Intervention Model (SRIM) which is a reading strategy that uses pre-reading,
during-reading and post-reading which is a research-based instructional model designed to
improve reading comprehension of scientific texts for students. Specifically, it will attempt to
answer the following questions:

1. What is the extent of the scientific reading intervention model on students’ level of
reading comprehension in scientific texts?
2. What is the level of performance of the students?
3. Is there a significant relationship between the reading strategy and the performance of the
students?
4. How does the implementation of the Scientific Reading Intervention Model impact
students’ attitudes towards reading scientific texts?

III. Conceptual Framework

SCIENTIFIC READING LEVEL OF READING

INTERVENTION MODEL COMPREHENSION ON
SCIENTIFIC TEXT
 Pre- reading, during-
reading and post-  TEST SCORES
reading
Based on the following;
 Figures
 Tables
 Graphs

IMPROVED READING COMPREHENSION,

SCIENTIFIC LITERACY, AND ACADEMIC
ACHIEVEMENT

IV. Research Design

For the primary data collection in this research study, a quantitative model was employed.
Quantitative information from a pre-test and post-test design will be gathered. Before and after the
treatment, a pre-test and a post-test will be conducted to assess the effect of the SRIM on student
comprehension. The results of the pre- and post-tests will be compared separately, averaged for
comparison throughout the class.
The pre-test/post-test format assessed the students' capacity to respond to inquiries
according to how well they understood the provided scientific reading passages. Similar in
 concept to the pre-test, the post-test assessed their level of ability following the
implementation

of the treatment. carried out. The researcher was able to ascertain whether the SRIM had an
effect on their talents by comparing the before and after results. Even when other factors
come into play, an increase in score would suggest better comprehension.
The study will also explore the impact of the Scientific Reading Intervention Model on students’
interest in science subjects and their ability to analyze and evaluate scientific information. This will
be done through surveys and interviews to gather qualitative data.
Overall, the study aims to provide evidence-based research on the effectiveness of the Scientific
Reading Intervention Model in improving reading comprehension of scientific texts, and the potential
to improve scientific literacy in students.

V. Literature Matrix

TITLE AUTHOR/ DATE OF METHOD SALIENT FINDING

S PUBLICA
TION
1. Reading Irma Rasita 2021 Qualitative Research It is very useful to foster interest in reading
literacies Gloria ( Use of Likert Scale) and online learning to increase cultural values
through Barus, and social literacy. The reading literacy
Evieta- Marudut development model used is the Plomp model:
Based Bernadtua preliminary research, prototyping, and
Learning Simanjuntak evaluation. The EVIETA application, which
Materials: , Ira is online learning belonging to the Vocational
Students’ Resmayasari School of IPB University, is expected to
perceptions fulfill these goals. Educators are expected to
(Study Case use related applications in their learning and
Taken from lead reading and writing movements in
Vocational schools.
School –
IPB
University
2. Teaching Louisa C. 2020 The most fundamental responsibility of
Reading Is Moats schools is teaching students to read. Because
Rocket reading affects all other academic
Science: achievement and is associated with social,
What Expert emotional, economic, and physical health, it
Teachers of has been the most researched aspect of human
Reading cognition. The fact that teachers need better
Should preparation, professional development, and
Know and resources to carry out deliberate instruction in
Be Able To reading, spelling, and writing should prompt
Do. action rather than criticism. It should
highlight the chronic gap between what
teachers need and what they have been given.
Just about all children can be taught to read
and deserve no less from their teachers.
Teachers, in turn, deserve no less than the
knowledge, skills, and supported practice that
will enable their teaching to succeed. This
article is an excerpt of "Teaching Reading Is
Rocket Science, 2020: What Expert Teachers
of Reading Should Know and Be Able to Do"
(www.aft.org/sites/default/files/Moats.pdf),
which emerged from a collaboration between
the American Federation of Teachers and the
 Center for Development and Learning.
3. Educators’ Tanya 2022 Quantitative Research We explored the perspectives of school-based
perspectives Serry, (Cross-sectional survey educators located in Victoria, Australia,
about Pamela design) regarding their support of students who have
teaching and Snow, and reading difficulties. An anonymous survey
supporting Jane was completed by 523 participants, including
students McCormark educators, educational leaders and Student
with Support Services staff. Results revealed
learning multiple areas of concern related to their
difficulties capacity to work on reading intervention with
in reading these students. Although participants reported
that students with reading difficulties were
present in most classes, confidence to work
effectively with these students was mixed.
They described feeling poorly prepared by
preservice programs and indicated that
insufficient time and mentorship prevented
them from serving these students optimally.
As a group, they privileged many approaches
that align with best practice for struggling
readers, such as explicit instruction, but
perceived that such practices are not always
feasible to implement. Support was also
strong for practices considered non-evidence-
based, such as adhering to students’ preferred
‘learning-style’. Recommendations for
school-based practice, with a specific focus
on students with reading difficulties, are
made.
4. Focusing on Robert February Qualitative Research This article concerns the relationship between
content or Wallden 24, 2022 general literacy skills and engagement with
strategies? subject-specific content in classroom practice.
Enactment The aim is to contribute knowledge about
of reading how enactment of reading strategies impacts
strategies in classroom discussions about science texts. For
discussion 10 weeks, the researcher conducted
about observations and audio recordings of strategy-
science focused text discussions in Grade 4 physics
texts. and biology. The strategies employed were as
follows: text knowledge, looking at text
features and using prior knowledge. The
analysis of the transcribed recordings and
relevant parts of the textbook material was
informed by Bernstein’s sociology of
education and a social semiotic view of
disciplinary literacy practices. The result
shows that reading strategies were
foregrounded in discussions about texts in
ways which created and upheld boundaries to
related content, activities and texts. Notably,
the teacher and the students discussed single
pages of science textbook material without
considering how meaning conveyed by
images and writing relates to other pages by,
for example, bringing technical knowledge
closer to everyday experience or by
condensing meanings in a technical way. The
study shows the potential of adhering to the
information flow between given and new on
textbook spreads to understand shifts between
concrete and technical meaning.
5. Biology A. Hartono, 2023 Mixed method of research Scientific literacy is one’s scientific
 students’ E. Djulia, H. knowledge to apply based on scientific
science Hasruddin, problems. It is important for shaping
literacy U. N. A. D. generational readiness to face the challenges
level on Jayanti of the 21st century. Scientific literacy is
Genetic necessary for learning Biology because it can
concepts support skills in identifying, explaining
scientific phenomena, and generalizing
scientific facts.
6. Teachers' Titus Terver 2021 Quantitative Research To conclude, learning would be facilitated if
and Udu (Correlational Research both teachers and students hold positive
students' Design) attitudes towards reading and writing, and
attitudes this, in turn, could impact the students’
towards achievement in the English language. It was
reading recommended that teachers should plan
and reading and writing instruction that can help
writing: students develop positive attitudes to these
Do they skills and parents should help in the
correlate development of these skills at home.
to
students'
achievem
ent in
English?
7. The Role of Reid Smith, 2021 Quantitative Research This review highlights the importance of the
Background Pamela (Experimental and quasi- systematic and sequential building of
Knowledge Snow, experimental designs background knowledge for an increased
in Reading Tanya Serry were included) ability to comprehend a range of texts in
Comprehens & Lorraine upper-primary school children. It also focuses
ion: A Hammond on the interactions between text coherence,
Critical background knowledge and learning from
Review text, and so has implications for text
selections for learning and for teacher pre-
service education and professional
development.
8. If Danielle S. 2020 Qualitative Research This article provides a commentary within the
Integration McNamara special issue, Integration: The Keystone of
Is the Comprehension. According to most
Keystone of contemporary frameworks, a driving force in
Comprehens comprehension is the reader’s ability to
ion: generate the links among the words and
Inferencing sentences (ideas) in the texts and between the
Is the Key ideas in the text and what the readers already
know. As such, the key to successful
comprehension is generating inferences:
inferences about what a word means,
inferences to integrate ideas within the
sentences, and inferences to integrate ideas
within and outside the text. Accordingly,
inferences provide the glue to hold it all
together.
9. The Science Peter 2021 Qualitative Research The science of reading is the latest version of
of Reading: Dewitz and the reading wars brought to national attention
Four Michael F. by the popular press. Although most of the
Forces That Graves popular press has focused on phonics and
Modified, early reading, in this article, we chose to
Distorted, or study what happened to the research on
Ignored the reading comprehension. By the beginning of
Research the 21st century, there had emerged a
Finding on mainstream view of reading comprehension
Reading and comprehension instruction. However,
Comprehens four factors distorted, impeded, and swamped
ion the research findings. (1) Commercial
 publishers fit comprehension instruction into
a curricular format that distorted the intent of
the research. (2) The No Child Left Behind
Act, with its high-stakes testing and
concomitant interim assessments, moved the
focus in schools from developing
comprehension to passing tests. (3) The
publishers’ criteria for the Common Core
State Standards promoted instruction that ran
contrary to research findings. (4) Problems
with the educational research, publication,
development, and dissemination process itself
further weakened the effect of research on
practice.
10. Socio- Georgia 2011 Qualitative Research In terms of specifically improving classroom
constructivis Earnest practice, it is important to remember that
t and Garcia, P. reading comprehension is a dynamic
political David,Pears construct that requires readers to personally
views on on, Barbara and socially transact with texts. Teachers can
teachers' M. Taylor, help students improve their engagement by
implementat Eurydice B. providing them with tools— such as
ion of two Bauer, and strategies, big, juicy questions, and/or
types of Katherine literature response logs, along with social
reading A. D. Stahl opportunities to apply and share the tools with
comprehensi others in authentic situations. Minimally,
on effective instruction requires extended blocks
approaches of time that allow for the reading of complex
in low- and rich text, instruction with guided practice,
income and authentic opportunities for students to try
schools. out what they have learned, to make personal
connections, and to participate in high-level
discussions of text. We are convinced that a
socio-constructivist perspective, with its
emphasis on expert modelling, shared
knowledge, social interaction, and authentic
instructional contexts, is the most effective
way to improve teachers' professional
learning and classroom practice.
11. The Shufang 2021 Qualitative Research This article is a conceptual research on the
applications Chuang applications of constructivist learning theory
of and social learning theory, along with the
constructivis impact of technological development,
t learning globalization, and demographic change, on
theory and continuous development of adult learners. In
social constructivist learning theory practice,
learning learners are self-directed and construct
theory on knowledge via personal experiences while
adult instructor should act as a mentor. However, to
continuous social learning theory, instructor is a role
developmen model to learners, and the learners learn
t. through vicarious experiences in a social
context. Social interaction and human relation
are two major components in applying these
two adult learning theories in adult learning
and vocational training settings. Hereby, an
application matrix of constructivist learning
theory and social learning theory was
developed for adult educators’ and training
professionals’ practice.
12. An Do Thi 2020 Both quantitative and The findings of the study help propose that
investigatio Xuan Dung, qualitative approaches. teachers should be aware of the characteristics
n of and Tran Quantitative data of questions functions as audience-oriented
 Teachers’ Thi Thuy (Frequency of teachers’ and content-oriented categories to adjust the
questioning Trang using questioning patterns types and purposes of questions used during
in the in terms of question different reading stages to maximize the
English functions and question capacity and effectiveness of classroom
reading forms. Qualitative data interaction that facilitates students’ learning
classrooms- (audio-recordings and to read. Another implication drawn from the
a case study. classroom observations of study basing on the constructivist learning
English classes). The theory is that the teacher needs to plan ideas
research is a case study. relating to students’ social practice context to
help form learning behaviour and construct
knowledge for students through questioning;
as well as engage them in the real world to
lead information and enhance the level of
comprehension. Additionally, teachers are
suggested to vary their use of question forms
to better accommodate students’
comprehension and preference of interaction
patterns.
13. What Timothy 2020 Qualitative Research Recently, the term science of reading has
constitutes a Shanahan been used in public debate to promote
science of policies and instructional practices based on
reading research on the basic cognitive mechanisms
instruction? of reading, the neural processes involved in
reading, computational models of learning to
read, and the like. According to those views,
such data provide convincing evidence that
explicit decoding instruction (e.g.,
phonological awareness, phonics) should be
beneficial to reading success. Nevertheless,
there has been pushback against such policies,
the use of the term science of reading by
“phonics-centric people”, and their lack of
instructional knowledge and experience. In
this article, although the author supports
pedagogical decision making on the basis of a
confluence of evidence from a variety of
sources, he cautions against instructional
overgeneralizations based on various kinds of
basic research without an adequate
consideration of instructional experiments.
14. Implementat Ani Sutiani, 2021 The research is classified Furthermore, the learning model with
ion of an into mixed methods by scientific literacy brings the students to
Inquiry using exploratory mixed engage with the problem-solving process and
Learning methods designs, where improve students' performance in chemistry.
Model with respondents' opinion data The developed learning resource on inquiry
Science (Likert-scale) and learning model with science literacy has a
Literacy to students' critical thinking significant contribution to improve students'
Improve skills with given critical thinking skills in chemistry and
Student indicators of scientific ultimately improve students’ achievements. It
Critical literacy are quantified into is expected that courses that require skills can
Thinking quantitative data develop and implement inquiry learning
Skills models with science literacy because they
have been proven to be able to improve
students 'critical thinking skills, which
contribute to facilitating students' active and
critical learning, which in turn improves their
learning outcomes.
15. The role of Kholmirzay 2022 Qualitative Research Ensuring the competitiveness of the national
the ev Sattor, economy in the conditions of today's
integration Akhmedov globalization, the rapid development of
of science, Islombek Science and technology through the training
education. Dasent, of highly qualified specialists with deep
 and Khamidov modern knowledge, achieve a wide
production Adhamjon , introduction of innovative scientific
in the Jalalov developments into the production of new high
training of Zayniddin, requirements for Science, Education and
personnel Yusupov business. Uzbekistan is a science-driven
for Shavkat, country.
construction and Umarov
educational Isroiljon
areas.
16. Effectivenes Reshma P T 2023 Quantitative Research The present study has unveiled that teaching
s of certain (Quasi-experimental) through graphic organizers significantly
instructional enhanced the achievement, retention, and
strategies problem-solving ability in Geography among
based on secondary school students as compared to the
graphic conventional method of teaching.
organizers
on
achievement
, retention
and problem
solving
ability in
geography
among
secondary
school
students
17. Using a Elizabeth 2020 Quantitative Research On an everyday level, science helps students
Concept M. Jackson, (Single-case research understand their natural world. STEM
Map With and Mary design - used to determine education, including science, helps students
RECALL to Frances the impact of the develop problem-solving skills and critical
Increase the Hanline intervention on the analytical thinking abilities. Furthermore,
Comprehens participant’s number of learning science in preschool, elementary, and
ion of independent correct secondary education experiences may support
Science responses to oral future college and vocational training in a
Texts for comprehension questions STEM-related field. For these reasons, along
Children of science text. with the focus on access to the general
With education curriculum for students with ASD
Autism and other disabilities, finding effective
instructional strategies to support learners
with ASD to learn science is critical. This
study provides evidence that adapted shared
reading combined with a concept map may
hold promise to be such an intervention for
young children with ASD.
18. Teachers’ Margaret A. 2020 Quantitative research One way to help teachers use technology
exposure to Bowmana, (Structural Equation effectively is through professional
professional Vanessa W. Modeling is a quantitative development (PD). However, understanding
developmen Vongkulluk research technique that of how exposure to PD relates to teachers’
t and the snb, Zilu can also incorporates personal characteristics is limited. The
quality of Jianga, and qualitative methods. . purpose of this research was to investigate the
their Kui Xie relationships among PD exposure, teachers’
instructional abilities and values, and teachers’ quality of
technology technology integration according to Bloom’s
use: The taxonomy. By surveying 724 middle and high
mediating school teachers, and using structural equation
role of modeling, this study showed that values
teachers’ mediate the influence of PD exposure on
value and technology integration. Results suggest that
ability PD may be most effective when targeting
beliefs improving teachers’ values in addition to
enhancing technology-related skills.
19. How the Yaacov 2020 Basic Research The science of reading should be informed by
Science of Petscher, an evolving evidence base built on the
Reading Sonia Q. scientific method. Decades of basic research
Informs Cabell, and randomized controlled trials of
21st- Hugh W. interventions and instructional routines have
Century Catts, formed a substantial evidence base to guide
Education Donald L. best practices in reading instruction, reading
Compton, intervention, and the early identification of at-
and Barbara risk readers. The recent resurfacing of
R. Foorman questions about what constitutes the science
of reading is leading to misinformation in the
public space that may be viewed by
educational stakeholders as merely
differences of opinion among scientists. The
authors’ goals in this article were to revisit the
science of reading through an epistemological
lens to clarify what constitutes evidence in the
science of reading, and to offer a critical
evaluation of the evidence provided by the
science of reading. To this end, the authors
summarize those things that they believe have
compelling evidence, promising evidence, or
a lack of compelling evidence. The authors
conclude with a discussion of areas of focus
that they believe will advance the science of
reading to meet the needs of all students in
the 21st century.
20. How Ana 2020 Qualitative Research Successful reading comprehension demands
Reading Taboada complex cognitive skills, and, consequently,
Motivation Barber1 and motivation to make meaning from text.
and Susan Lutz Research on reading motivation and
Engagement Klauda engagement can inform policy aimed at
Enable improving reading achievement. Multiple
Reading dimensions of reading motivation and
Achievemen engagement—and instructional practices for
t: Policy bolstering each one—draw on interventions
Implications for students of diverse language and ethnic
backgrounds in elementary and middle grade
classrooms. The article concludes with policy
recommendations centering on (a) the need
for school administrators and teachers to learn
principles of reading motivation and
engagement and (b) the importance of
devoting time to planning, in collaboration
with researchers, how to apply these
principles with particular students in
particular classrooms.
21. The impact Miriam 2021 Quantitative Research This systematic review and meta-analysis
of McBreen, explores the impact of motivational reading
motivational and Robert interventions on the reading achievement and
reading Savage reading motivation of school-age students.
intervention Results of preliminary searches for—and
on the inspection of—the existing meta-analytic
reading literature suggest that while there exist
achievement published meta-analyses on motivational
and reading interventions, these would benefit
motivation from inclusion of more recent research and
of students: narrower selection criteria (e.g., inclusion of a
A non-motivational control group, school-
systematic based). A systematic search of previous meta-
review and analyses of motivational reading interventions
Meta- identified 28 articles meeting inclusion
 analysis criteria, while a systematic search of
individual motivational reading intervention
studies (2007–2020) identified a further 21
articles.
22. Reading Minna 2020 Quantitative Research This paper examined if difficulty in reading
Comprehen Torppa, Kati comprehension (PISA) is distinct from
sion Vasalampi, difficulty in reading fluency and if the distinct
Difficulty Is Kenneth types of reading difficulties are differently
Often Eklund, Sari associated with learning motivation, school
Distinct Sulkunen, burnout, and school enjoyment. The
from and Pekka participants were 1,324 Finnish ninth
Difficulty in Niemi graders. Findings suggested that difficulties in
Reading reading comprehension are often distinct
Fluency and from difficulties in reading fluency. Three
Accompanie reading difficulty groups were identified: (1)
d with poor readers with both fluency and reading
Problems in comprehension difficulties (n = 46, 3.5 %), (2)
Motivation slow readers with only fluency difficulties (n =
and School 70, 5.3%), and (3) poor comprehenders with
Well-being only reading comprehension difficulties (n =
88, 6.5%). The slow readers had low scores
only in reading-related motivation. Poor
comprehenders and poor readers reported
low motivation also in math and science, as
well as higher level of burnout and lower
school enjoyment than typical readers. The
findings were similar for boys and girls.
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