Chapter 1

The problem and its setting

Introduction

In teaching Reading comprehension to pupils, different teaching strategies to make teaching

and learning process very effectiveness utilized to ensure efficiency. Reading is one of the macro skills
that must be taught and learned. However, there are numerous issues associated with the skill of
reading among different learners. It has been observer that despite having a solid foundation for
reading skills, several students tend to deteriorate on their reading comprehension skills as their
academic levels rise. Some of these students, who just a few months earlier were the pride of their
elementary school teachers, confident and successful, soon become frustrated, underachieving
students. They are suddenly being asked to undertake a greater responsibility for their learning in a
new, sometimes academically hostile learning environment, at a significantly faster pace and at an
advanced level. Some of these students with weak reading-comprehension skills are ill prepared, and
therefore unable to rise to the unique challenges of secondary education. One of the solutions of this
problem must the students use strategies for promoting active reading and critical thinking for them
to comprehend more knowledge specifically by understand the reading text.

Strategies for promoting active reading and critical thinking go hand in hand building up the
learner’s reading comprehension skills. Strategies for promoting active reading is a method that offers
dialogue in it. In critical thinking is a strategy that addresses the learner’s thinking process about
shared learning experience are modeled and revealed by natural dialogue. According to an article of
Keith Lenz, PhD., University of Kansas, the most practical way of thinking about teaching reading
comprehension is to organize instruction according to how you want students to think about
strategies. Students learn to apply the four strategies when discussing text with the teacher and their
friends; those are prediction, summarization, question generation, and clarification. In this strategy
might use before reading, during reading, and after reading.

There are some students who find difficult to read and who have poor vocabulary skills,
which somehow affects their academic performance. When young people miss the chance to
appreciate and love to read at an early stage, they will find it difficult to imbibe a reading habit in later
years. This type of research is required to ascertain how this behavior affects students’ academic
performance and to make them aware of potential problems that may arise should they develop this
habit. In order to better understand how reading habits affect kids in Grade 3 Elementary at Tambo
Central School in Iligan City, this study is being conducted.