UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

City of Iriga

GRADUATE STUDIES AND RESEARCH

QUESTIONNAIRE

Dear Respondents,

This survey aims to determine the effectiveness of the strategies in

teaching reading in improving the reading level of the Grade 8 students in
Bonbon National High School, Division of Albay for SY 2024-2025. Hence, your
cooperation and honest answers are highly solicited. Please be assured that
your answers will be treated with confidentiality.
Thank you.
The Researcher

Part 1. The demographic profile of the Grade 8 students:

Family Size: ( ) 3-5

( ) 6-7
( ) 8-9
( ) 10 & above

Parents’ Educational Attainment: ( ) Elementary

( ) High School
( ) College

Parents Occupation: ( ) Government Employee

( ) Private Employee
( ) Self-Employed
( ) OFW

Family’s Monthly Income: ( ) Php5001–9,999

( ) Php10,001-14,999
( ) Php15,000-19,999
( ) Php20,000 & above

Part 2. The level of effectiveness of the strategies employed by the

teachers to improve the reading level of the students:

Direction: Please check the number that best describes the level of
effectiveness of the strategies employed by the teachers to improve the reading
level of the students. Please indicate the degree of your agreement to the
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

statement below by encircling the appropriate number.

5 (4.20-5.00) – Very Much Effective (VME)

4 (3.40-4.19) – Much Effective (ME)
3 (2.60-3.39) – Effective (E)
2 (1.80-2.59) – Fairly Effective (FE)
1 (1.00-1.79) – Not Effective (NE)

Skim for the Main Ideas

1. Reading the table of contents or chapter overview to 5 4 3 2 1
learn the main divisions of ideas.
2. Looking for important pieces of information, such as 5 4 3 2 1
names, dates, or events.
3. Glancing through the main headings in each chapter 5 4 3 2 1
just to see a word or two.
4. Reading the entire introductory paragraph and then 5 4 3 2 1
the first and last sentence only of each following
paragraph.
5. Stopping and quickly reading the sentences containing 5 4 3 2 1
keywords indicated in boldface or italics.
6. Noticing any pictures, graphs or charts. 5 4 3 2 1

7. Reading the first sentence of each paragraph. 5 4 3 2 1

8. Reading headings and sub-headings. 5 4 3 2 1

9. Re-reading the question to determine correct answers 5 4 3 2 1

to the questions.
10. Looking for keywords or phrases that are relevant to the 5 4 3 2 1
purpose of reading.
11. Others (pls. specify)____________________ 5 4 3 2 1

Scan for Specific Information

1. Searching for keywords, one at a time, while jumping 5 4 3 2 1
around the passage.
2. Reading the text slowly. 5 4 3 2 1
3. Looking for what is being asked for in the question like 5 4 3 2 1
a specific person or date.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

4. Scanning through the passages rapidly until finding 5 4 3 2 1

the keyword.
5. Reading the surrounding text carefully to see if it is 5 4 3 2 1
relevant.
6. Stopping to read the entire sentence when finding 5 4 3 2 1
something significant.
7. Looking for answers to only one question at a time. 5 4 3 2 1
8. Checking predictions that learners make about the 5 4 3 2 1
content of the text to be read.
9. Looking through a text to find keywords and phrases 5 4 3 2 1
that are likely to indicate the specific information
10. Reading quickly through a text to gain an overview of 5 4 3 2 1
its content.
11. Others (pls. specify)__________________________ 5 4 3 2 1

Summarize or Paraphrase
1. Rephrasing text in own words, without changing its 5 4 3 2 1
meaning.
2. Cutting it down to its bare essentials to clarify and 5 4 3 2 1
simplify complex information or ideas.
3. Reflecting, asking questions and generating ideas 5 4 3 2 1
about what has been heard or read.
4. Analyzing how the ideas connect and relate to each 5 4 3 2 1
other.
5. Editing out ideas that repeat, and change the order of 5 4 3 2 1
sentences as necessary.
6. Underlining the main ideas, or writing them in own 5 4 3 2 1
words in the margin.
7. Stating and connecting main ideas, and condensing 5 4 3 2 1
information.
8. Comparing the paraphrase to the original to ensure that 5 4 3 2 1
the rewording is sufficient and the meaning has been
preserved.
9. Combining and dividing sentences as necessary. 5 4 3 2 1
10. Changing the order of ideas while maintaining the 5 4 3 2 1
logical connections among them.
11. Others (pls. specify)____________________ 5 4 3 2 1
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

Use of Context Clues

1. Looking at the unfamiliar word - then reading the 5 4 3 2 1
sentence before and after the word.
2. Using authentic texts at the learners’ independent 5 4 3 2 1
reading level.
3. Reminding learners to reference context clue visual 5 4 3 2 1
aids, such as posters and bookmarks with a checklist of
strategies.
4. Breaking down the different parts of a word—base word 5 4 3 2 1
(word stem or root word), prefixes, and suffixes—to
figure out what it means.
5. Looking for a definition or an explanation within the 5 4 3 2 1
sentence.
6. Providing examples of the unknown word can give 5 4 3 2 1
readers a clue to meaning.
7. Looking for the grammatical structure of appositives 5 4 3 2 1
which can provide a definition, synonym, or example.
8. Comparing of the word help to determine what it 5 4 3 2 1
means.
9. Paying attention to the entire context of the passage, 5 4 3 2 1
not just individual words.
10. Enabling learners to make educated guesses about 5 4 3 2 1
word meanings and enhancing their reading
comprehension.
11. Others (pls. specify)____________________ 5 4 3 2 1

Annotate the Text

1. Summarizing key points in own words. 5 4 3 2 1
2. Writing brief comments and questions in the margins. 5 4 3 2 1
3. Using abbreviations and symbols. 5 4 3 2 1
4. Articulating the most important idea the text is 5 4 3 2 1
presenting.
5. Formulating opinions. 5 4 3 2 1
6. Asking open-ended questions. 5 4 3 2 1
7. Questioning the material to further understanding. 5 4 3 2 1
8. Determining what is important. 5 4 3 2 1
9. Identifying key vocabulary. 5 4 3 2 1
10. Monitoring the comprehension (understanding) during 5 4 3 2 1
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

GRADUATE STUDIES AND RESEARCH

and after engaging with the material).

11. Others (pls. specify)____________________ 5 4 3 2 1

THANK YOU AND GOD BLESS!!!