CHAPTER I

INTRODUCTION

Background of the Study

This chapter presents the introduction of the study which include the background of the study,

statement of the problem, including its scope and delimitation, its significance and operational

definition of terms.

Reading is an activity performed to develop an understanding of a subject or topic. Reading is

an essential skill that individuals need to process in order to be successful in life. Reading keeps

individuals informed, up-to-date, and thinking. Reading is both a receptive and active process. It

is a dynamic process in which the reader is searching for connections of ideas in the text.

Reading requires the utilization of many mental processes as information is collected,

processed and analyzed. Also, reading is a source of enjoyment for individuals (Li and Wilhelm,

2008).

While reading is a very important part of an individual’s personal and educational growth, it is

the concept of comprehension that may be even more important. Reading in and of itself is not

enough: in addition, an individual needs to be able to breakdown, to analyze, and to re-

organize ideas and information. A person needs the ability to understand what the writer is

attempting to communicate.

Academic requirements significantly change as students advance from junior to senior high

school, especially in the area of reading comprehension. Building excellent comprehension

abilities becomes essential for academic success as children come across more challenging texts

and objectives in the classroom.

The purpose of this study is to better understand the difficulties students have while trying to

understand complicated texts, the methods they use to get beyond these difficulties, and the

particular assistance they need from teachers and institutions. Through investigating these

facets, the present study aims to offer significant perspectives on the creation of efficient

teaching methodologies and assistance frameworks that address the distinct requirements of

senior high school pupils in their pursuit of becoming proficient readers and critical thinkers.

Statement of the Problem

Poor comprehension skills greatly lower the academic performance and self-confidence of

many junior high school students. The problem is further complicated by a wide range of

literacy backgrounds, different degrees of engagement with reading, and the absence of

specialized teaching strategies. These problems are largely exacerbated by such factors.

Teachers are disadvantaged on issues of resources and inadequate training on how to handle

the problems.

Students exemplify special difficulties, which include problems of word and letter identification,

poor comprehension of words and concepts, slow readership with lack of fluency, limited

vocabulary, and underdeveloped oral language. In addition, most students appear to be unable
to answer questions or orally retell a text, making their comprehension skills even more

challenging.

In an attempt to investigate these issues further, the present study will address the following

research questions:

1. What are the most common causes of low comprehension achievement by Junior high school

students?

2. How will diversity in the literacy background of students affect their ability to read for

comprehension?

3. Which instructional strategies work best with Junior high school students in terms of

comprehension?

4. How can professional supports be enhanced to help teachers more effectively meet the

comprehension needs of their students?

Scope and Delimitation

The ability of senior high school students to effectively use reading comprehension strategies

and receive adequate support is crucial to their academic achievement. However, existing

studies and practices provide both opportunities and restrictions for understanding the

intricacies of comprehension skill development in this population. While existing research

provides useful insights, it also emphasizes the need for additional research to fully understand
the efficacy and ramifications of various techniques and support systems. The purpose of this

study is to investigate the reading comprehension strategies and support needs of senior high

school students at Datu Paglas National High School. The study will also investigate the types of

support students require, such as individualized instruction, access to resources, peer tutoring,

and teacher guidance.

However, one significant weakness of this study is its delimitation. It excludes kids who have

been identified with learning difficulties that have a major influence on reading comprehension.

Furthermore, the study will not focus on the problems and assistance needs of English

Language Learners. The study will mostly use qualitative data collection approaches such as

interviews and focus groups.

Significance of the Study

The importance of this study results from its ability to contribute to a more nuanced

understanding of how senior high school students develop reading comprehension skills. This

study, by looking into the strategies children employ and the help they need, can provide

valuable insights for educators, curriculum writers, and policymakers. This study seeks to

understand the distinct ways in which students approach comprehension, the efficacy of

various strategies, and the most important types of assistance. This improved understanding

can assist to develop more targeted and effective treatments, educational techniques, and

resources that address the unique requirements of senior high school students.
Moreover, this research has the potential to empower educators to create learning

environments that promote comprehension growth and equip students with the skills required

to meet the increasingly complex academic demands of higher education and beyond.

Definition of terms

Reading Comprehension - The ability to understand, interpret, and analyze written text.

Comprehension Skills - The set of abilities and strategies used to understand and interpret

written text effectively.

Literacy Backgrounds - The diverse experiences, knowledge, and practices individuals have

related to reading and writing.

Instructional Tactics - Various methods and strategies used by educators to teach and enhance

students' comprehension skills.

Reading Fluency - The ability to read text accurately, quickly, and with appropriate expression.

Vocabulary: The knowledge of words and their meanings in a language.

Oral Language Skills - The ability to communicate effectively through speech, including

pronunciation, grammar, and vocabulary.

 CHAPTER II

RRL

In recent years, educational research has increasingly focused on effective strategies for

enhancing comprehension skills among senior high school students. Comprehension is

recognized as a critical component of academic success and is essential for students' overall

learning and cognitive development.

According to Mellisa Kelly (2019), effective tips and strategies that teachers can share with

students to improve their comprehension of a text. Generate Questions is a good strategy to

teach all readers is that instead of just rushing through a passage or chapter, is to pause and

generate questions. These can either be questions about what has just happened or what they

think might happen in the future. Reading aloud to students should also include stops to check

for understanding.

Promote Cooperative Talk this is a useful strategy that can be used after a read-aloud when all

students have a shared experience in listening to a text. Attention to Text Structure they can

also look at the pictures and any graphs or charts. This information can help them gain an

overview of what they will be learning as they read the chapter.

Take Notes or Annotate Texts students should read with paper and pen in hand. They can then

take notes of things they predict or understand. They can write down questions. They can

create a vocabulary list of all the highlighted words in the chapter along with any unfamiliar

terms that they need to define. Use Context Clues students need to use the hints that an author
provides in a text. Students may need to look at context clues, that is a word or phrase directly

before or after a word they may not know.

Metacognitive strategies, which involve self-regulation and reflection on one's own cognitive

processes, have been shown to be highly effective in improving reading comprehension.

According to a study by Garcia and Cain (2019), metacognitive awareness helps students

monitor and control their reading processes, leading to better understanding and retention of

information. Techniques such as self-questioning, summarization, and prediction were

highlighted as beneficial for fostering deeper comprehension.

Collaborative learning strategies, where students work together to achieve learning goals, have

also been identified as effective for comprehension development. A study by Smith et al. (2020)

found that peer discussions and group activities facilitated comprehension by allowing students

to articulate their understanding and engage in shared problem-solving. This collaborative

approach also promoted critical thinking and helped students to grasp complex concepts more

effectively.

The integration of technology into the classroom has provided new opportunities for enhancing

comprehension skills. Interactive digital tools, such as educational software and online reading

platforms, offer personalized learning experiences that cater to individual student needs. A

study by Chen and Huang (2021) explored the impact of digital reading platforms on high school

students’ comprehension skills and found that these tools, which often include interactive

features and immediate feedback, can significantly improve students’ reading engagement and

comprehension.
Understanding the support needs of students is crucial for implementing effective

comprehension strategies. Recent research highlights various types of support that are

essential for helping students develop strong comprehension skills.

Effective teacher support is fundamental for comprehension skill development. According to a

study by Johnson and Williams (2022), teachers who provide explicit instruction on

comprehension strategies, model these strategies, and offer regular feedback significantly

enhance students' reading abilities. The study emphasizes the importance of professional

development for teachers to equip them with the latest instructional techniques and strategies.

Differentiated instruction, which involves tailoring teaching methods to accommodate diverse

student needs, has been identified as a critical support for comprehension development.

Research by Brown and Ellis (2023) highlights that differentiated instruction helps address

varying levels of prior knowledge and reading abilities among students. By offering multiple

means of representation, engagement, and expression, teachers can better support each

student's unique learning needs.

The role of family and community in supporting students' comprehension development has

gained increasing attention. Studies by Patel and Kumar (2022) indicate that parental

involvement in students' reading activities, such as reading together at home and discussing

texts, positively impacts students’ comprehension skills. Additionally, community programs and

resources that promote literacy and provide additional support outside the classroom are

valuable for reinforcing students’ learning.

Addressing psychological and emotional factors is also crucial for comprehension development.

Research by Thompson et al. (2021) underscores the impact of students' emotional well-being

on their ability to focus and comprehend reading material. Support systems that address

anxiety, stress, and motivational issues can help create a conducive learning environment for

effective comprehension skill development.

Recent studies suggest several emerging trends and future directions in comprehension skills

development. The use of artificial intelligence (AI) and machine learning to provide personalized

learning experiences is an area of growing interest. AI-driven tools can analyse students'

reading patterns and provide tailored recommendations and interventions, as explored by Lee

and Park (2024).

Furthermore, there is increasing recognition of the need for a holistic approach that integrates

cognitive, emotional, and social dimensions of learning. Future research is likely to focus on

how these dimensions interact and how best to support students in a comprehensive manner.

Peer tutoring and mentoring have been identified as effective support mechanisms. Research

by Reder and Schunn (2022) found that peer tutoring not only helps struggling readers improve

their comprehension but also benefits tutors by reinforcing their own understanding.

Structured peer support programs can thus play a significant role in comprehension

development.

This review of literature underscores the multifaceted nature of comprehension skill

development and the diverse strategies and supports required to enhance these skills among
senior high school students. The evolving educational landscape continues to offer new insights

and approaches to address these needs effectively.

CHAPTER III

METHODOLOGY
 This chapter depicts the pertinent aspects of the study, specially on the method and

procedures that we used. Subject involved and the technique used in gathering the desired

data, processing as well as the use of appropriate statistical tools employed in the data analysis.

RESEARCH DESIGN

This study employs a qualitative research design to explore the strategies that senior

high school students use to develop their comprehension skills, as well as the support they

require to enhance these skills.

LOCALE OF THE STUDY

This study will conducted in Datu Paglas National High School, Datu Paglas Maguindanao

Del Sur.

RESPONDENTS OF THE STUDY

The respondents of this will bev STEM 11 Students of Datu Paglas National High School.

SAMPLING TECHNIQUE

A purposive sampling technique will be employed to select participants. This method

ensures that only students who have demonstrated challenges in comprehension skills or have

expressed a need for further development in these skills are included in the study. The selection

criteria will be based on teacher recommendations and student self-assessment.

RESEARCH INSTRUMENT

The primary data collection tool for this study will be survey questionnaire. This

instrument was chosen because it allows for flexibility in exploring the participants' experiences

while maintaining a focus on key research questions. The survey questionnaire guide will

consist of open-ended questios designed to elicit information about the strategies students use

to improve their comprehension skills and the type of the support they feel is necessary.

DATA GATHERING PROCEDURE

To collect the data, the researcher will give the survey questionnaire to STEM students.

After answering the survey questions, the retrieved question checked and analyzed.

STATISTICAL TOOLS

The gathered data will be presented in tabular form and were interpreted and analyze

using simple statistics such as frequently count, presented distribution, the mean and grand

meaning.