Improving Reading Comprehension through Explicit instruction

Abstract

INTRODUCTION

This action research primarily aimed to address the poor reading comprehension of Grade-11 learners of English in Puro National High School, S.Y. 2017-2018, by utilizing explicit instruction on reading strategies. A reading comprehension test was given last August-September 2017 showed that Grade-11 section Galileo had a mean score of 7.34 and section Newton had 9.00 (outof 39).

METHODS

In response, the reading difficulties of the students were gathered by the teacher through a one-on-one interview. The reading strategies of the students were also considered before applying the intervention. Explicit instruction was chosen as an intervention because it is a systematic, direct and plain teaching methodology that uses scaffolds/supports until learners become independent, requiring greater involvement of teachers and learners with each other and with the text itself. This research used the quasi-experimental method. Ninety-one (91) participants were conveniently assigned to the experimental group (44) and the control group (47). T-test was used to compare the pretest and post-test comprehension mean scores of the participants.

RESULTS

Results showed that students in the experimental group have the poor vocabulary (f=19 or 43%) and they use to support reading strategies (t=4.4362>2.021; p<0.0001). There was also a significant increase in the reading comprehension level of the experimental group after the intervention (t=2.6213>2.021; p=0.0121<0.05). This indicated that explicit instruction on reading strategies is an effective way to increase reading comprehension.

DISCUSSIONS

This study referred to the three general categories of reading strategies, namely, Global, Problem-Solving, and Support (Ilustre, 2011; Karbalaei, 2010; Mokhtari & Sheorey, 2002). According to the initial responses, the experimental group had a medium level in the three categories, with Problem-Solving as the highest (3.31), followed by Support (3.14) and Global (3.03). Capitalizing on the strengths of the learners and integrating DEAR (Drop Everything and Read) in the class time, explicit instruction was given: a clear and repetitive explanation of the purpose and demonstration of the reading strategy skill. Explicit instruction was essentially from teacher modeling to student's independent practice (Cekiso, 2012; Marchand-Martella & Martella, 2013). For example, the learners needed to learn to properly use the dictionary, the teacher showed them why, when, or how to use the reference material. The constant guided practice was necessary until learners can independently do a particular strategy. The results of this study implied that other Grade-11 English teachers could also utilize the intervention for a similar problem. It was recommended that English teachers from other Grade levels should conduct an intervention on reading comprehension issues utilizing explicit instruction on reading strategies.