Improving Reading Comprehension through the Use of Higher Order Thinking Activities of Grade Ii-Laurel Sy 2017-2018 in Bukal Elementary School

Abstract

INTRODUCTION

Reading is part of the learning process, many children achieve accuracy in word recognition skills, yet only a few succeed in comprehension. To comprehend means to understand the meaning not only of single words but also of the interrelationship among sentences. Higher-order thinking skill is a concept of education reform based on learning taxonomies. The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom's taxonomy, skills involving remembering, understanding, applying, analyzing, evaluating and creating new knowledge are thought to be of a higher order, requiring different learning and teaching methods than the learning of facts and concepts.

METHODS

This study employed the pre-experimental one-shot case study. According to De Jesus (2009), a pre-experimental one-shot case study is a design in which a single group is only studied, once, after treatment is the instruction of reading strategies. This research method utilized in which the treatment was the instruction of Reading Strategies. Documentary analysis was also employed since the results of the school's PHIL-IRI and Oral Reading Assessment were used as the source of data.

RESULTS

The researcher gathered information before the implementation of strategic interventions. The PHIL-IRI (Pre-Test) 2017-2018 for Grade II pupils identified 11 out of the 59 pupils are non-reader (19%), 15 pupils are on frustration level (25%). 17 pupils are on the instructional level (29%) and 16 pupils on an independent level. On the Phil-IRI (Post-Test) scores indicate only 2 out of the 59 (3%) pupils remained non-reader, 8 pupils on frustration level (14%), 23 pupils became instructional (40%) and 26 became independent readers (44%). We gained results. From the non-reader group we gained 16%, from the frustration level 11%, from the instructional level we gained also 11% and 17% was achieved on an independent level. However, those 2 pupils at risk were given interventions and became readers.

DISCUSSIONS

This study also helped other teachers developed a better understanding of the strategies on Grade II pupils' need to think higher or deeper for them to comprehend what they read. The researcher found out that the "teacher modeling and think-aloud" process is the most effective tool to help pupils understand or comprehend what is being read. The findings revealed also that reading comprehension skills greatly influence the academic performance of each pupil.