RESEARCH INSTRUMENT ON TEACHING READING COMPREHENSION

(Gunning 1996)

Preparational V H S LS N
HS S S
1. Facilitators prepare motivational activities to
boost the energy and enthusiasm of learners
before each session.
2. Facilitators provide games and activities that are
both fun and entertaining.
3. Games presented by the facilitators relate to the
topic of discussion.
4. Questions about the topic to be discussed are
given to the learners to check their background
knowledge.
5. Quotations are used as a form of preparation to
the literacy training.
6. Multimedia (such as pictures, audios, and
videos) are presented to activate the interest
and the schema of the learners.
7. Different methods in persuading learners to pay
attention the lesson are given.
Organizational
1. Facilitators provide strategies on how learners
can cite important ideas.
2. Reading materials provided by facilitators are
easy to comprehend.
3. Different approaches on relating important
details to one another are provided by the
facilitators.
4. The topic sentence is initially probed before
other comprehension questions are given.
5. Pieces of information are classified when
reading.
6. Learners decide whether which information on
the reading text are relevant to the discussion.
7. Sequencing techniques are used by the
facilitators to stimulate logical comprehension.
8. Summarizing is a difficult step to develop.
9. Summarizing is done by learners with the aid of
facilitators.
Elaboration
1. Explanation is provided by facilitators to aid
 processing of the text.
2. Enlightenment by the facilitators increase
learners comprehension.
3. Ideas of the learners are connected with the text
as guided by the facilitator.
4. Know-What-Learn steps are followed in
discussing a text.
5. Knowledge provided by the facilitators can be
recalled.
Monitoring
1. Independent thinking is encouraged within the
classroom in a session.
2. Facilitators go back and review what was
misunderstood by the learners.
3. Different reading strategies are catered for the
learners when comprehension is difficult.
4. Comprehension questions are given at the end
of every session to confirm learning.
5. Learners approach facilitators when a part of
the reading text is vague.