Content Schema and Reading Strategies as Correlates of English Reading Comprehension among Grade 10 ESL Students

Abstract

INTRODUCTION

Reading is essential for learning. It helps people uncover questions about their existence. It stimulates efforts to explore the mysteries of life (Romero & Romero, 2005) and helps people learn as they construct meaning in the process of making sense of the printed text (Gutierrez, 2013). Without the mastery of reading skills, many significant life activities like reading the newspaper, reading directions, taking medicine or simply following cooking instructions and reading favorite books are lifeless. This study was designed to determine the influence of content schemata and awareness on reading strategies on the English reading comprehension of Grade 10 English as Second Language (ESL) students.

METHODS

The study was conducted in a public Grades 7-12 secondary high school situated at Naic, Cavite. The students' schema was assessed through a 20-item pre-questionnaire and their comprehension was measured using a 20-item post-questionnaire adopted from Jerry John's Informal Reading Inventory (IRI) 10th edition. Chi-square Test of Association and Pearson r were the statistical tests utilized.

RESULTS

English reading comprehension of the Grade 10 ESL students is on the level of 'independent' which correlates content schemata and awareness on reading strategies. The identified correlates also show no existing relation from one another in connection to the general comprehension levels of the ESL students. But these were significant in specific comprehension levels: awareness on reading strategies for independent level, content schemata, and awareness on reading strategies for instructional level, but none for frustration reading level.

DISCUSSIONS

The inquiry resulted in the actuality that the overall, general English reading comprehension of the Grade 10 ESL students is on the level of 'independent' which correlates content schemata and awareness on reading strategies. The G10 ESL students were mostly on an independent level in reading despite the 'low' level of content schemata. The fact that their awareness of their reading strategies was 'high' made them perform and execute even with 'lacking' of prior knowledge about the topics. The identified correlates (content schemata and reading strategy awareness) also show no existing relation from one another in connection to the general comprehension levels of the ESL students, therefore, they are separate mechanisms of reading comprehension.