Improving the Reading Comprehension Skills of Grade IV-Jade through the Story Mapping Approach

Abstract

Introduction

Reading comprehension is the ability to read the text, process it, and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. It is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. Comprehension is a "creative, multifaceted process" dependent upon four language skills: phonology, syntax, semantics, and pragmatics. Reading passage usually tells about the aim to grasp the author’s ideas. The readers interpret what they have read and comprehend.

Methods

In the context of the study, a written pupil's permission slip was issued to inform the respondent's parents who underwent the survey. Confidentiality of the gathered data and results was strictly observed. The number of participants and other sources of data and information, data gathering methods/instruments used in the research, and the data analysis plan were formulated in the inquiry.

Results

Thirty-four out of thirty-four Grade IV-Jade pupils belonging to the frustrating level in reading comprehension were covered by the study. They were identified using the Phil-IRI Group Screening Test by the researcher. The post-Phil-IRI silent reading test conducted was by the researcher and validated by the school reading coordinator, master teacher, the school principal, and the district instructional supervisor-in-charge. The data showed that there is considerable progress of pupils' in reading comprehension with the mean of 9.88 having a descriptive interpretation of high in 3 months upon using the Story Mapping Approach.

Discussions

The pre-test and post-test scores generated at-value of -14.176 with a p-value of .000 which is interpreted as highly significant. This proved that the pupils under the frustration level of reading comprehension skills through the use of the Story Mapping Approach improved significantly after the intervention program in reading. Therefore, the use of the Story Mapping Approach in remedial reading is very effective in improving the reading comprehension skills of pupils.