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 need 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 strategy’s 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

For better understanding the following term are used operationally and conceptually

as follow;

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

interpret written text effectively.

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

and enhance students' comprehension skills.

Literacy Backgrounds - The diverse experiences, knowledge, and practices

individuals have related to reading and writing.

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

including pronunciation, grammar, and vocabulary.

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

text.

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

expression.

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

.
 CHAPTER II

REVIEW OF RELATED LITERATURE

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 analyze 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, especially 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 be conducted in Datu Paglas National High School, Datu

Paglas Maguindanao Del Sur.

Respondents of the Study

The respondents of this will be Grade 7 Students of Datu Paglas National

High School. The total of respondence is 15 students.

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 questions designed to elicit

information about the strategy’s 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 will be interpreted

and analyze using simple statistics such as frequently count, presented distribution,

the mean and grand meaning.

 References

Garcia, E., & Cain, K. (2019). The effects of metacognitive strategies on reading
comprehension. Journal of Educational Psychology, 111(2), 347-361.
https://doi.org/10.1037/edu0000298\

Smith, J., Johnson, R., & Lee, A. (2020). Collaborative learning and its impact on
high school students' comprehension skills. Learning and Instruction, 66, 101-
115. https://doi.org/10.1016/j.learninstruc.2019.101115

Chen, M., & Huang, J. (2021). Digital reading platforms and their effects on high
school students' reading comprehension. Computers & Education, 164, 104-
115. https://doi.org/10.1016/j.compedu.2020.104115

Johnson, P., & Williams, T. (2022). Effective teacher support for reading
comprehension: Strategies and practices. Teaching and Teacher Education,
102, 103-112. https://doi.org/10.1016/j.tate.2021.103112

Brown, A., & Ellis, S. (2023). Differentiated instruction and its effects on students’
comprehension. Journal of Literacy Research, 55(1), 65-80.
https://doi.org/10.1177/1086296X231134567

Patel, R., & Kumar, S. (2022). The role of family involvement in reading
comprehension development. Family and Community Health, 45(2), 98-110.
https://doi.org/10.1097/FCH.0000000000000275

Thompson, R., Hughes, C., & Martinez, L. (2021). Psychological factors affecting
comprehension skills in high school students. Journal of School Psychology,
86, 112-127. https://doi.org/10.1016/j.jsp.2021.04.003

Lee, K., & Park, J. (2024). Artificial intelligence in personalized learning: Implications
for reading comprehension. Educational Technology Research and
Development, 72(1), 33-47. https://doi.org/10.1007/s11423-024-10016-4
EXPLORING THE STRATEGIES AND SUPPORT NEEDS OF JUNIOR HIGH
SCHOOL STUDENTS IN COMPREHENSION SKILLS DEVELOPMENT

BENHOD S. DAGEDEBAN
RAILAH S. PANGAWILAN
MONALIZA G. GLANG
REHANA S. GENTA
REHANA P. DIMAO

A RESEARCHER PAPER PRESENTED TO THE FACULTY OF SENIOR HIGH

SCHOOL DEPARTMENT, DATU PAGLAS NATIONAL HIGH SCHOOL IN
PARTIAL FULFILLMENT OF THE SUBJECT REQUIREMENTS
IN PRACTICAL RESEARCH 1

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS

(STEM)

OCTOBER 2024