“Enhancing Reading Comprehension Among Grade-10

Learners of the Christian School of Polomolok

SY 2022-2023: Using 4R’s Strategy”

An Action Research Presented to the

Faculty of the Senior High School Department
of the Christian School of Polomolok Corner Rosal Cadena De Amor
Street, Poblacion Polomolok South Cotabato

In Partial Fulfillment
Of the Requirements for the
Grade-11A Class

Members:
Lamay, Ameer Joshua
Sumaylo, Cris Tolit
Cañete, Mark

March 2023
 CHAPTER I
CONTEXT AND RATIONALE

As I observed in Grade 10 learners of the Christian School of Polomolok,

only few of them who has the ability when it comes to reading comprehension, a
lot of them are not engaged and fully developed in reading comprehension
proficiency since the main reason why are they not coherent in this problem it is
because they have a lack of understanding when it comes to reading. Some of
them do not even know how to read properly especially when it comes to english.

Reading comprehension skills are critical for determining when a person is

high school-ready. Reading comprehension is a complex skill that requires
multiple reading mechanics working together simultaneously (Cain, Oakhill, &
Bryant, 2004; Fuchs, Fuchs, Hosp, & Jenkins, 2001). Reading is defined to be
the process of decoding written symbols. Out of all the macro skills, reading
takes a foundational role since it precedes the mastery of all the other skills. In
teaching and learning, however, reading is more than just making sense from
letters and symbols. It is a complex process that involves not only word
recognition but encompasses the ability to process text and understand meaning.
Among those mechanics are language processes such as inferencing, scanning
skills, vocabulary, decoding, and fluency (Moore, 2015; Cain et al., 2004).
Furthermore, for some individuals reading comprehension involves the
understanding of the ability to implement strategies (e.g., highlighting, note-
taking, and rereading). In grade school, students are trained to use a variety of
reading comprehension strategies, but in high school, students usually have a
strong preference for one strategy (Dunlosky, Rawson, Marsh, Nathan, &
Wilingham, 2013).
 To read well, one must be able to understand the information that is
presented. The ability to comprehend written language is one of the many
concepts, like mathematics, that must be mastered to excel in academics and
everyday tasks (i.e., driving directions or professional emails). It is for this reason
that one's capability to comprehend reading material may be considerably more
significant in comparison to other learned skills (Mckee, 2012). This may be
because if the student has an inefficient level of reading comprehension, the
student might not be able to master other concepts or processes that impact the
individual's educational and personal growth (Kissau & Hiller, 2013).

One reading comprehension strategy that utilizes various activities and

could solve the problem is the 4R strategy (Read, Retell, React, Reflect). The 4R
method consists of four steps that allow the child to absorb information using
several faculties and become an active participant in the learning process. It
begins with reading the text, then retelling the story, then making reactions and
giving reflections. With the use of the 4R technique, students become more
active participants in the reading process. In the first phase of the technique, the
reader goes through text recognition which is required for the subsequent tasks
that will aid one in better text understanding. Retelling comes as the second task.
This step is anchored with Dialogic Reading which is one of the bases of the
intervention made for this action research. Significantly, dialogic reading is the
technique of reading illustrated books and utilizing dialogue to engage students
in the text.

The concept of reading is important to foster reading among students

because they can develop literacy if they are exposed to a variety of readings
Anderson’s (2008). Nonetheless, other factors (as time, availability of materials,
and effective instruction) are necessary to ensure that reading comprehension
takes place. Furthermore, Kuhn and Stal (2003) established a relationship
between intensive reading activities and overall language proficiency.
 When readers start to read following an intensive reading approach, they
can improve both grammar and vocabulary and consequently improve the other
main language skills (writing, listening, and speaking).

They need a lot of focus since they’re are moving forward to senior high
school life and it is required to have a literacy in reading since senior high school
life is more frustrating because of multiple activities initiated. Reading
Comprehension is the most important thing to learn in high school since it
develops your skills in reading and it can be applied in multiple agenda of written
works. It is a big help for the Grade 10 students of the Christian School of
Polomolok to be literate in reading comprehension because it is a subtle way to
make them learn about something and it can provide a vastly impact in their
lives.

Furthermore, Being literate in reading comprehension is a big help to be a

versatile person. It can make you adapt on things faster since you know how to
read properly. It is a great achievement to the other student in grade 10 to have
reading comprehension since they are moving up and need to prepare stepping
in senior high school life. After successfully learning this problem, their high
school journey would be phenomenal.