Employing 2C2IA Reading Approach to Improve the Reading Comprehension Skills of Grade 3 Pupils

Abstract

INTRODUCTION

The issues about literacy and poor comprehension has been universal. In the Philippines, Department of Education has a commitment to improve pupils' literacy level through their reading ability. The Philippine Informal Inventory (Phil-IRI) (Dep.Ed Memo No. 324, s.2004) was developed as an assessment tool to determine reading levels of pupils from Grades One to Six. The result of the assessment was very alarming. Difficulties in reading comprehension has affected other subject areas as well which is likely to result to overall poor academic performance of the pupils. It is in this premise that employing the 2C2IA (Cognitive, Constructive, Integrative, Interactive, Affective) Reading Approach would significantly improve the reading skills of Grade 3 pupils.

METHODS

The Quasi-Experimental Non-equivalent Pretest-Posttest with Control Group Design was used. It intended to give pretest and posttest to two groups but only one group received the treatment. Since there is only one section in Grade 3, Grade 4 class was used as the control group since both grade levels have similar competencies in reading comprehension. A pretest was administered to both experimental and control groups. Three reading lesson plans in 2C2IA format was prepared and were administered as the treatment to the experimental group. After three weeks, the posttest was given and checked.

RESULTS

2C2IA reading approach and the Traditional Method are both effective in improving the reading comprehension skills of the Grade 3 pupils in terms of making inferences and distinguishing reality from fantasy. However, in improving the skills of the pupils in terms of predicting outcomes, 2C2IA reading approach is more effective than the traditional method. Also, comparing the performance of the pupils within the group, pupils subjected to the 2C2IA reading approach perform better than those subjected to the Traditional Method in improving reading comprehension skills.

DISCUSSIONS

The results revealed that pupils must be helped in improving their reading skills specifically the comprehension skills using both the 2C2IA reading approach and the Traditional Method. Teachers should employ both 2C2IA and Traditional Method in developing the reading skills of the pupils. Variation in approaches will give more interest to the pupils to perform well, hence, training pupils to be more academically prepared and globally competitive. A more comprehensive lesson plan using the 2C2IA format should be constructed so thatteachers will continuously use the approach.