PHINMA-UNIVERSITY OF PANGASINAN

COLLEGE OF EDUCATION AND LIBERAL ARTS

EDUCATION DEPARTMENT
ARELLANO STREET, DAGUPAN CITY

Predicting as a Reading Improvement Strategy to Improve the Reading Comprehension of

4th year BEED Students in Phinma University of Pangasinan, Dagupan Campus

Members

Joan C. Urbano

Troy R. Manaois

Glenda S. Mislang

Kimberly May D. Pagal

Jenny Bee C. Igne

Stefhany G. Consolacion

Kharl D. Royon

Abstract

Background of the study

Statement of the Problem

This study aims   to   make   an   action   plan on how predicting is an effective strategy

to improve the reading comprehension of 4th year BEED students at Phinma - University of

Pangasinan, Dagupan Campus.

Study attempted to seek answers to the following questions.

1.  What is the level of comprehension of 4th year BEED students?

2.  How will 4th year BEED students improve their reading comprehension?

3. How will you apply the Predicting strategy to the 4th year BEED students of the Phinma-

University of Pangasinan?

Hypothesis

Review of Related Literature

One of the language skills that the students must develop is reading. An individual can learn a lot

by reading. For those who learn English, reading involves understanding the material being read

as well. Understanding the reading text itself is a necessary step in the reading comprehension

process.

According to Bailey (2015), employing the prediction technique enables students to predict what

they will read and what will happen in the plot by using information from the written text, such

as headings, images, and diagrams, as well as their own actual interactions. Another experts,
Grabe (2002) in Haryudin (2017) explains that the level of comprehension of the text is

influenced by how successfully the readers (their pre-existing knowledge of the text, their

interest in it.

The Philippines performed the worst in reading comprehension out of 79 participating nations in

the 2018 Programme for International Student Assessment (PISA), a global assessment that

assesses students' reading, math, and science knowledge. The Organization for Economic Co-

operation and Development held the exam, which had 600,000 15-year-old pupils from

throughout the world participating (OECD). The average reading comprehension score for

Filipino pupils was 340 according to the results announced on Tuesday, December 3; the OECD

average is 487. Reading proficiency among PISA participants was likewise the lowest for both

boys and girls.

Reading is one important skill in learning, because students can get information from the text or

writer opinion. Reading should be enjoyable for the students if they have motivated to read the

text and they can understand the meaning of the text.

There are several strategies you can use to enhance reading comprehension in college. These

include specialized reading techniques as well as getting ready for reading and making sure you

remember what you read. You may increase your reading comprehension by setting up the

correct conditions, thinking about how you engage with the material, and examining how you

process the information after you read it. Whatever your particular challenge, remember that you

can overcome it by choosing the best method, which is typically a mix of techniques and

strategies. One of the most effective strategies for developing habits that can help you improve

your reading comprehension is Predicting (Huggins, 2022).

According to PRIDE (2022), everyone uses predictions throughout their daily lives, including

young children. Early and struggling readers. However, require assistance in learning how to use

prediction as a technique to gauge their comprehension of what they have read and then use that

understanding to forecast what will happen next. Going back to our fundamental nature as

humans, the straightforward objective of prediction is to be accurate. It's an excellent survival

tool, and even today it feels amazing when a prediction comes true. Making accurate forecasts,

however, takes some practice. Students need to understand how to draw from prior knowledge,

what information to focus on, and how to adjust their predictions in light of new information.

When parents and educators are adept at teaching prediction, they are assisting young readers to

develop the abilities necessary for critical reading and higher-order thinking.

Predictions should be actively made and verified by students before, during, and after reading

Huggins (2022). As they work on more challenging and complicated texts, their predictions will

become more automatic and accurate the more helpful modelling and assistance they receive in

the beginning. Writing down predictions is a terrific idea because keeping track of them can be

challenging for both young readers and the adults reading along with them. Prediction is similar

to watching a movie teaser before reading. Although you are unsure of the specifics, you can

make some educated judgments based on the information you are provided in a short period of

time. You and your student can discuss the preview details together. During the reading, be

careful to pause and review your first guesses. Model how you might need to adjust your earlier

hypotheses in light of new facts or how you can now respond to a query that you were unable to

foresee. Sayings like, "I wasn't sure where this narrative would take place, but now I know that's

because the main character travels all over the world during the story," for instance. Discuss with

your students how their predictions changed as they read. Children haven't had much time to
develop their observational and critical thinking skills when they begin practicing prediction.

Metacognition, or thinking about your own thinking, is a very sophisticated cognitive process.

This portion of teaching prediction should not be framed as "were your forecasts right or wrong?

Instead, pay attention to how their predictions evolved as they read. Mention any surprises or

plot twists that occurred, and how it can be a lot of fun for a story to take a turn that you hadn't

anticipated.

According to Lynch (2021), Predicting is an essential reading technique. It enables students to

predict what will happen in the story using information from the text. With the use of their prior

knowledge, students guess what will happen next in the text. Students are encouraged to ask

questions and plan forward by making predictions. Additionally, it enables students to interact

with the text, connect with what they are reading, and comprehend the story more deeply.

Making predictions is another effective reading comprehension technique. Based on what they

have already heard, read, or seen, learners can predict what will happen in a story. In turn, this

will enable students to actively participate in the reading process. It should be necessary for

students to reread to determine whether their predictions were accurate. Learners should be

required to reread certain passages in order to recall details about the characters or events in the

novel in order to determine whether or not their predictions were accurate. Picture walks can be

used to organize the information in a story and deepen a child's understanding. A picture walk

allows students to draw on existing knowledge and relate the visual elements of the story to their

own personal experiences. Students can use a visual organizer to foretell a story's conclusion. To

do this, students can use textual hints to make predictions about the possible actions of characters

and the solutions to the plot's issues. With the aid of a visual organizer, students can properly

organize their thoughts while staying interested in the story. Teachers must motivate students to
record clues that either confirm or contradict their predictions in order to determine whether they

are accurate. Additionally, teachers can allow students to alter their predictions in light of the

text's hints. Readers are encouraged to use their critical thinking and problem-solving skills by

making predictions. The opportunity to reflect and evaluate the text allows readers to derive

deeper meaning and comprehension abilities. When students make connections between what

they already know and the new information they are learning, they become more engaged with

the reading material.