San Juan, Baao, Camarines Sur

COLLEGE OF EDUCATION
A.Y. 2021-2022

Introduction

Does your students comprehend what they read? Can they understand the text
and the lessons so well?

Reading comprehension is a critical learning skill for all students (Clarke,

Truelove, Hulme, & Snowling, 2013; Wong, 2011), as it is “the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language” (the Rand Reading Study Group, 2002, p. 11 )As of
the third quarter of 2019, the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) ranked the Philippines above its Southeast Asian neighbors in
terms of literacy with 97.95 percent of the total population able to read, write, and count,
surpassing even more economically advanced nations like Singapore. The No Child Left
Behind Act (NCLB) is a federal law that provides money for extra educational
assistance for poor children in return for improvements in their academic progress.
NCLB is the most recent version of the 1965 Elementary and Secondary Education Act.
establish learning standards, that is, statements of what children in that state should
know and be able to do in reading, math and other subjects, at various grade levels;
create annual assessments (standardized tests, in most states) to measure student
progress in reading and math in grades 3-8 and once in high schools; set a level (cut-off
score) at which students are considered proficient in tested areas; and report to the
public on what percentage of students are proficient, with the information broken down
by race, income, disability, language proficiency, and gender subgroups.

Reading plays a very important role in the academe. When you read, you're
engaging more than a few brain functions, such as phonemic awareness, visual and
auditory processes, comprehension, fluency, and more. Reading jolts your brain into
action, maintains concentration, and allows your mind to process the events happening
before you. The cognitive perspective of learning to read, reading comprehension (or,
simply, reading) is the ability to construct linguistic meaning from written representations
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

of language. This ability is based upon two equally important

competencies.(Cognitivism)

Reading comprehension is an important skills needed for all areas of school without
proper comprehension skills students lack the ability to understand. Having excellent
reading comprehension skills is crucial its increases the enjoyment and effectiveness of
reading and helps not academically but professionally in persons personal life.
Questioning is a strategy that readers use to engage with the text. Questioning
techniques help the reader to clarify and comprehend what he is reading. Even children
who are strong readers don‟t know instinctively that good readers ask questions as they
read. Teaching questioning techniques can make strong readers even more advanced.
When readers ask questions as they read, they are not only interacting with the text to
make meaning of it, but they are also monitoring their own comprehension of what they
are reading. Thick and thin questions can help children remain engaged with text that
may be unfamiliar or difficult to understand. (Reading Horizon 2021)

Questioning as reading strategy help the students to become interested and engage in
reading and activity. Vygotsky's sociocultural theory views human development as a
socially mediated process in which children acquire their cultural values, beliefs, and
problem-solving strategies through collaborative dialogues with more knowledgeable
members of society. Vygotsky's theories stress the fundamental role of social
interaction in the development of cognition, he believed strongly that community plays a
central role in the process of "making meaning."

Statement of the Problem

Comprehension, or extracting meaning from what you read, is the ultimate goal
of reading. The process of comprehension is both interactive and strategic. Rather than
passively reading text, readers must analyze it, internalize it and make it their own. In
order to learn comprehension strategies, students need modeling, practice, and
feedback. Asking and answering questions about text is another strategy that helps
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

students focus on the meaning of text. The purpose of this study is to determine and
know if questioning strategy can be an effective intervention in reading for the students
in Grade 1 students.

Objective of the study

The study aims to assess if questioning strategy is effective as an intervention in

reading. It also aim to discuss and share the advantages of questioning strategy as well
as the importance of reading. Lastly, it also seek to find possible solutions for those
student‟s who finds reading as a difficult thing to achieve.
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

Review of related literature (RRL)

( Foreign)

Reading is an essential skill that students need to gain in the early grades
because it will

be the foundation of learning in all academic subjects throughout their education

(Cunningham

& Stanovich, 1997; Sloat, Beswick, and Willms, 2007). Mastering reading skills before
students

reach third grade is especially critical because after third grade, students begin to read
in order to gain knowledge and learn from the academic content. In addition, students
who fail to master reading skills by the end of third grade, have low motivation for
learning, behavioral challenges, and low academic achievement (Sloat, Beswick, &
Williams, 2007), and are possibly at a risk of not graduating from high school (KIDS
COUNT, 2010). However, students who are able to master reading by third or fourth
grade have greater possibility of achieving academic success (Foorman, Breier, &
Fletcher, 2003). More importantly, while engaging in reading activities, students need to
be able to understand what they are reading.

Reading comprehension is one of the most important components of reading to

master. It requires students to move beyond decoding individual vocabulary and
statements to constructing a solid understanding of the entire passage (Woolley, 2011).
Comprehension is a complex process that requires an active interaction between the
students‟ background knowledge of the context, the purpose of the reading material,
and the level of vocabulary and language used by the authors in order to gain meaning
of a text (Fountas & Pinnell, 2001; Hollenbeck, 2011; Jones, Hughes, Donahue, Parker-
Katz, Talbott, & Tatum, 2012; Pardo, 2004; RAND Reading Study Group, 2002; Snow &
Sweet, 2003; Snow, 2002; Woolley, 2011). The process is complex because it requires
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

students to engage in multiple cognitive activities, processes, and skills. These skills
involve fluently decoding words, understanding the language syntax, making inferences,
using background knowledge, and managing working memory as needed
(FletcherJanzen, Reynolds, & Vannest, 2013; Hollenbeck, 2011; Kendeou, McMaster, &
Christ, 2016; Woolley, 2011). Even a short passage of material requires the reader to
have strategic control of when and how to use each of these skills. Lack of using prior
knowledge appropriately is one of the reading comprehension problems that prevents
students with learning disabilities from successfully comprehending a written text
(Gersten, Fuchs, Williams, & Baker, 2001; Graham & Bellert, 2005). Prior knowledge is
also commonly known as background knowledge, which refers to “the sum of what a
person knows about the content of a text” (Brandao & Oakhill, 2005, p. 688). In other
words, to better comprehend a written passage, the reader needs to make a connection
between the new textual information and all information, world knowledge, and personal
experiences he/she already has about the topic of the reading (McNamara & Kintsch,
1996). Making a connection between the reader‟s background knowledge and textual
material is an important for facilitating the reading comprehension process (Ferstl &
Kintsch, 1999; Kintsch, 1998; Kintsch & Rawson, 2005). Several reading
comprehension strategies have been administrated as effective tools for improving
students‟ understanding of written materials. These strategies include, but not limited to
graphic organizers (DiCecco & Gleason, 2002), collaborative strategic reading (Vaughn
et al., 2011), peer-assisted learning strategy (Rafdal et al., 2011), story-mapping
(Zahoor & Janjua, 2013), and self-questioning (Rouse, Alber-Morgan, Cullen, & Sawyer,
2014).

Also, numerous classroom-based reading comprehension assessments have been

used by teachers to measure the students‟ reading understanding of academic material
as well as measure the effectiveness of a particular instructional method or teaching
strategy. That data collected by classroom assessment provide teachers with an
opportunity to (a) develop the most appropriate instruction for students, (b) make a
better determination about what lesson would be more effective to teach, (c) determent
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

what supportive material to use during their lessons, and (d) what challenges the
students may have. Cloze procedure (Ahangari, Ghorbani, & Hassanzadeh, 2015),
informal reading inventory (Burns and Roe, 2011), retelling procedure (Hagtvet, 2003),
think aloud (Spinelli, 2012) are some examples of these classroom-based reading
comprehension assessments. Being able to appropriately use and activate prior
knowledge is an important factor that help students to better understand a text (Armand,
2001; Adams & Collins, 1985; Cottrell & McNamara, 2002; Graham & Bellert, 2005;
Pressley, 2000). When compared to readers with less background knowledge, readers
who have more background knowledge about the reading can better understand a
written material (Johnston, 1984; Taft and Leslie, 1985). In the study of undergraduate
psychology students in the University of Lyon, Blanc and Tapiero (2001) found that
having more background knowledge about the topic of reading plays a significant role in
helping readers to construct an accurate model of the spatial situation. teachers do
some modifications on these informal assessment tools based on the students‟ needs
and abilities. These modifications include simplifying the assessment for the students.
For example, teachers might simplify questions based on the students‟ abilities and
knowledge. Teachers also might reduce the amount of details that students have to
retell or summarize. Other teachers allow their students who are not good writers to
orally retell the information. According to my experience, I really believe that teachers
should modify some assessment tools based on their students‟ abilities and learning
styles in order to accurately assess their reading comprehension. That is because
assessment tools are not one size-fit-all. Each individual student has his/her abilities
and needs, which need to be considered.
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

(Local)

Interpretive reading is reading between the lines or making inferences. It is

process of deriving ideas that are implied rather than directly stated. Interpretive reading
includes making inferences about main ideas of passages, cause and effect relationship
that are not directly stated, referents or pronouns, referents of adverb, and omitted
words. It also includes detecting the mood of a passage, detecting the author‟s purpose
in writing a selection, drawing conclusions, and interpreting figurative language.
Knowing the how and why behind this level of understanding is obviously a much
deeper or profound level of thinking. This level of comprehension is that college
instructions will most likely expect their students to get in their courses. At his level, the
readers are about to elevate or raise your thinking one more “notch” or level to more
critical, analyzing level. This presumes that the readers are have already reached the
previous two levels. At this level, the readers are reading between the lines and then
examining the message from the author or attempting to apply that message to other
settings. Reading is an essential skill to develop in children were provided. One
example is the No Read, No Pass Policy stipulated in National Capital Region (NCR)
DepEd memorandum order number 67, series of 2014. This stringent measure
stipulates that because reading is a learning tool promoting students, with reading skill
falls short of their grade level, it does more harm than good to students.

Assessment of the reading skills among grade 1 students is conducted before they
are promoted to grade 2. Should students perform poorly and not meet the set
proficiency, the learner is retained in his/her previous grade. However, criticism exists
that despite this policy many students who are reaching high school remain to know not
how to read or are struggling readers. Besides, the digits are showing the view about
the landscape of literacy that the country is currently in. Data shows that by the time
children graduate from elementary and promoted to high school one-third are identified
to „frustrated readers' and another one-third are „instructional reader‟[15]. These levels
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

are both below the desired and expected reading level for the grade and age of the
learners. Also, as reported in 2003, Metro Manila was determined to have the highest
literacy rate while the Autonomous Muslim Mindanao (ARMM) was with the lowest rate
(68.9%.) which was a decline from the 1994 rate of 73.5% [15]. For ten years, 9 out of
15 regions showed a decline in the literacy rate – two of the Visayan Region (VI and VII)
and all of the regions in Mindanao. This disturbing report has not remained true in 2003.
In 2014, the DepEd Literacy Council reported based on their „literacy mapping‟ that 9
out of the 10 top illiterate barangays come from Mindanao [16]. If it takes a village to
raise a child, it must always take the whole educational system to make children read.
This means that a concerted and directed effort must be put in place to support sustain
opportunities and practices aimed at making children proficient. However, there is a
scarcity of studies on reading comprehension and the utilization of the same to inform
the creation of reading programs for elementary school students in Western Mindanao
State University.

Statement of the solution

Reading comprehension is significant to every learners, it is the ability to mentally

process written words and deduce what is mean by integrating their new knowledge
with their past knowledge. Questioning or the question strategy in reading is an effective
way to improve the reading skills of the students, this techniques help the reader to
review and understand more of what they read Learning to ask questions throughout
the reading process is an important reading strategy because it teaches a reader to
think aloud. It helps readers review important points in the text, evaluate the quality of
the text, make connections, and refine predictions.
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

Propose Intervention.

Questioning is a great help to answer once querries and curiousities. The researchers
used questioning as an intervention to assess it‟s effectivity in terms of reading
development of the students. Questioning is a reading strategy that is taught to
students to help them engaged with the text. It also helps the reader to clarify what he
or she is reading and to understand the text. Asking good questions is a way to monitor
their own comprehension while reading.However, good readers challenge the text by
asking questions as they read. They might ask questions like: What do they mean by
that? Why did they say that? Why am I reading this? When taught how to ask questions
students learn that they can increase their comprehension . Struggling readers
approach reading as a passive experience. This means that they read the word with
the idea that the meaning of the text will reveal itself if they read enough words.

Asking questions will provide students with a purpose of reading. As they read,
students will seek answers to their questions for deeper meaning of the text. Students
can ask questions for a variety of reasons: To clarify meaning, To understand the
author‟s intent, To make predictions. They asked themselveshow their questions were
answered and what they have learned from the text. They also would realized that not
all the questions were answered. In these situation, students students maybe required
to infer their own answers based on the text and their background knowledge.
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

Background/Evidences that supports the project.

As with teaching most things, it is helpful to start with the concrete and move
towards the abstract. When you move into using this strategy with abook, provide
students with prompts that might guide their questions .

I wonder…?

How come?

Why?

What is?

You will first want to model using the questioning strategy in a read- aloud. Be
sure to choose a book that lends itself to asking questions Likewise, model questions
that you have during reading (jot them down) You could also write these questions
down on post-it-notes and place on the text itself where the question occurred. This
will help when you go back to review your questions with the students after reading.
Explain to your students that sometimes while reading, your questions will be answered
based on your own knowledge and the details the author does tell you.
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

Image/ description tools to support the project.

What is it all about?

The art of
Purpose of Asking
Questioning strategy
 For assessing cognition
in reading
 For verification
 For creative thinking
 For evaluating
 For motivating
 For instructioning
Why am I
reading this?

What is the
meaning of this
word?

Is it worth
reading?
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

References

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge,
MA:

Massachusetts Institute of Technology Press.

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and
strategies

for second language classrooms. Cambridge: Cambridge University Press.

Manilyn Vegare Miñoza1, Marites Atilano Montero, READING COMPREHENSION

LEVEL AMONG INTERMEDIATE LEARNERS College of Teacher Education1,
Integrated Laboratory School – Elementary Department2 Western Mindanao State
University1,2 Normal Road, Baliwasan, Zamboanga City, Philippines1,2

McLeod, S. A. (2018, August 05). Lev Vygotsky. Simply Psychology

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository
text. The Reading Teacher 38(6), pp. 564–570.

Pinang 1 Datu Siang National High School, Cotabato City, the Philippines 2 Cotabato
City State Polytechnic College, College of Education, Sinsuat Avenue Cotabato City,
the Philippines

Pressley, M. (1977). Imagery and children‟s learning: Putting the picture in

developmental perspective. Review of Educational Research 47, pp. 586–622.
 San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

Nouf Rashdan Almutairi Ombra A. Imam1*, Maripaz Abas Mastura2 Hajri Jamil3 and
Zurida Ismail4 READING COMPREHENSION SKILLS AND PERFORMANCE IN

SCIENCE AMONG HIGH SCHOOL STUDENTS IN THE PHILIPPINES School of

Educational Studies, Universiti Sains Malaysia, 11800 USM Pulau

Tierney, R. J. (1982). Essential considerations for developing basic reading

comprehension skills. School Psychology Review 11(3), pp. 299–305.

Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological

processes. Cambridge, MA: Harvard University Press.

Effective Reading Str e Reading Strategies for Incr ategies for Increasing the Reading
easing the Reading

Comprehension Le ehension Level of Thir el of Third-Grade Students with Learning ade

Students with Learning

Disabilities

Webites

https://www.mathgenie.com/blog/importance-of-reading-
comprehension#:~:text=Well%2C%20without%20proper%20comprehension%20skills,t
o%20understand%20what%20they%20read.&text=Having%20excellent%20reading%2
0comprehension%20skills,in%20a%20person's%20personal%20life

https://www.cnn.ph/life/culture/2020/4/21/reading-comprehension-
problem.html#:~:text=As%20of%20the%20third%20quarter,even%20more%20economi
cally%20advanced%20nations
San Juan, Baao, Camarines Sur
COLLEGE OF EDUCATION
A.Y. 2021-2022

Prepared by:

Gorobao, Maria

Gonzales, Jesusa Lyn

Rebulado, Lanie