Factors Affecting the Reading Comprehension among Intermediate Level in Selected Public Schools

Kimberly L. Amodia, Nina Jane G, Ano-os, Shareen Arceo, Stephanie Marie Caminos, Catherine U. Ectobanez,
Genevev S. Nuevo, Georgina S, Pila, Jhelaica So

Abstract

This research investigated the factors that influenced the reading comprehension of the intermediate level
students in a selected public school. It utilized the descriptive qualitative research design. The analysis of the
data was done through the use of themes. It generated six themes: Students’ Participants: Emotional
Connection to the Story; Experiences Affecting Reading Comprehension; Strategies for Overcoming
Comprehension Difficulties. Teachers’ Participants: Classroom Reading Comprehension Performance;
Challenges Affecting Students’ Reading Comprehension; Strategies for Addressing Reading Comprehension
Challenges. The results of study showed the intricate interplay of emotional engagement, personal experiences,
and many external circumstances in reading comprehension. It emphasized the importance of early
comprehension ability development, the responsibility of teachers and parents, and the requirement for a
suitable reading environment. Through these findings, the researchers recommend that educators and parents
could be able get help and support from the administrators to improve pupils' reading comprehension and
nurture a lifetime love of reading.

Keywords: Factors, reading comprehension, intermediate level, public school

Introduction

Reading comprehension is a fundamental skill for academic success and lifelong learning. Darrel (2005)
and Oberholzer (2005) highlight that reading is a basic life skill and a cornerstone for success at school and
throughout life; therefore, pupils who can read well can function more effectively in everyday school activities.
However, a significant number of intermediate level students in selected public schools face challenges in
developing proficient reading comprehension skills. This research aims to investigate the factors that influence
reading comprehension among these students. Understanding these factors is crucial for educators and future
researchers to the overall educational experience for intermediate level students.

Botha et al. (2008) state that pupils’ language competence affects their performance in all subjects. If
pupils’ reading competencies are poor, then their writing competencies and their comprehension levels would
also be poor. Improved reading comprehension can lead to better performance in mathematics, science, and
social studies. Identifying the factors affecting reading comprehension can, therefore, have a positive effect on
overall academic achievement.

In many educational systems, standardized tests play a significant role in assessing students’
performance. It is frequently assessed in such tests. Understanding the factors influencing reading
comprehension can help educators prepare students more effectively for these high-stakes assessments.

Improving reading comprehension not only improves students' understanding and retention of
information, but it can also improve their critical thinking and problem-solving abilities. Students with strong
reading comprehension skills can become independent in comprehending complex text structures while also
improving their academic and professional skills (DeBruin-Parecki et al., 2015).

Teachers' effectiveness has a significant influence on students' reading comprehension abilities.

Furthermore, Mousavian and Siahpoosh (2018) demonstrated the efficacy of a pre-teaching vocabulary
pre-questioning strategy to improve reading comprehension and that effective reading strategies are an effective
way to support students academically. During comprehension activities, students who were given effective
reading strategies outperformed students who were not given any pre-reading strategies. Understanding what
influences reading comprehension can help with curriculum development. Superiors can design a more
comprehensive and practical program that addresses intermediate-level students' specific needs while also
improving their overall reading comprehension skills. Furthermore, intermediate-level students benefit from the
ability to comprehend and analyze a wide range of written materials. According to Oclarit, R., Casinillo, L
(2021)., the curriculum's goal appears to be to emphasize students' constructing knowledge, higher order
thinking skills, and information processing skills.

Public schools often struggle with inconsistencies in reading comprehension abilities among
intermediate level students. Investigating these factors is crucial for addressing educational inequalities and
providing equitable opportunities for all students. This research will provide valuable insights for educators and
policymakers, leading to the development of evidence-based strategies and interventions to enhance reading
comprehension skills among intermediate level students. The ultimate goal is to contribute to a more equitable
and effective educational system for all students.
Theoretical/ Conceptual Framework of the Study

Figure 1. Multiple Learning Theories on Reading Comprehension

Theoretical/Conceptual Framework

Theoretical and Conceptual Background

Reading comprehension is a complicated cognitive process influenced by various theoretical

perspectives. This theoretical framework draws on Cognitive Load Theory (CLT), the Construction-Integration
(CI) model, and Dual Coding Theory to provide insights into the factors influencing reading comprehension
among intermediate-level students in selected public schools.

Cognitive Load Theory by John Sweller said that cognitive load relates to the amount of information
that working memory can hold at one time. Working memory has limited capacity and overloading it with a lot
of information that is not not directly contributing to learning can hinder comprehension. CLT emphasizes the
importance of efficient learning methods that are within the limited capacity of working memory.

The Construction-Integration (CI) model by Walter Kintsch, provides insights into how readers construct
mental representations of text and comprehend what they read. It consists of two main processes: construction,
the extraction of information from the text and integration which is linking the new information with existing
knowledge. The CI model highlights the dynamic and interactive nature of reading comprehension, where
readers actively engage in constructing and refining their mental models of the text's content.
 Dual Coding Theory, an extension of CLT, suggests that learners process information through two
channels: verbal (language-based) and non-verbal (visual imagery and sensory experiences). In the context of
reading comprehension, this theory implies that readers can enhance their understanding by combining verbal
text with visual representations. Dual Coding Theory encourages the use of visuals, concrete examples, and
imagery to support comprehension.

Schema Theory of Bartlett, Rumelhart and others, explains how readers use prior knowledge to
comprehend and learn from text. Readers create mental frameworks or "schemata" based on their prior
experiences and knowledge, which guide comprehension by aiding in making connections, concluding
meaning, and organizing information. Efficient comprehension requires activating a schema and relating them
to the text's content.

In conclusion, combining Schema Theory, Cognitive Load Theory, the Construction-Integration model,
and Dual Coding Theory provides a broad understanding of reading comprehension among intermediate-level
students. It shows the importance of managing cognitive load, activating a schemata or prior knowledge, and
including visual elements to enhance comprehension in the selected public-school context.

REVIEW OF RELATED LITERATURE

Reading

Reading is one of the basic skills each student should have to acquire knowledge, attain learning, and move to a
higher level of education to live day to day. (Idulog,Gadiano et al,2023)It is a complex process as it involves "
sensation, perception, comprehension, and integration”. It is the process of making and getting meaning from
printed words and symbols. (Tomas, Villros, et al.,2021) The ability to read for students is seen as a determinant
of success in their learning activities at school.

With the ability to read correctly and reliably, students have the basic capital and the main determinant of
success in various subjects; On the other hand, failure to master the ability to learn to read will be an obstacle
or even a source of failure in student studies at school (Fauzi, 2018). Reading difficulties are not only
detrimental to academic success, but also increase the risk of social, emotional, and mental health problems. An
increased probability of school dropout, attempted suicide, incarceration, anxiety, despair, and low self-esteem
is linked to poor reading skills. Reading is essential for learners at all educational levels since, in accordance
with Cimmiyotti (2013), it must be required in every subject in order to enhance learning and obtain excellent
marks (McArthur, G., Castles, A., 2017). Low proficiency in reading can show itself in a variety of ways, such
as with unusual pronunciations and a lack of comprehension, as Cayubit (2012) mentioned. The child's
intellectual, social, and psychological development may suffer if proper support is not given at an early age. The
Philippines’ poor performance in reading proficiency, which resulted in the country ranking lowest in the world,
only proves that schools hardly meet their goal of providing quality, well-informed individuals.

Reading Comprehension

Good comprehension is essential if reading is to be done with efficiency and true understanding. When a reader
comprehends what they are reading, they are able to extract meaning from the text, make connections to prior
knowledge, and engage in critical thinking. What they read doesn't mean anything to children unless they
understand. Zimmerman & Hutchins, 2003. Reading comprehension increases the enjoyment and efficiency of
reading, not only academically, but professionally in a person's personal life as Montgomery (2016) points out.

Moreover, in Jala’s (2020) study about Pupils’ Reading Comprehension, Problem-Solving Skills, and Academic
Performance, her findings on the level of reading comprehension and academic performance revealed that there
is a significant correlation between reading comprehension and academic performance, implying that reading
comprehension is a contributory factor to improving pupils' academic performance. Furthermore, on the level of
reading comprehension and problem-solving skills, the results show that there is a significant correlation
between reading comprehension and problem-solving skills. She concludes in her study that reading
comprehension is a factor in improving students' academic performance and problem-solving abilities.

Therefore, it is very important to develop the latter skills of students at an early level of education to have
life-long learners.

Key Factors Affecting Reading Comprehension

Reading comprehension is a very complicated process, and in order to fully comprehend how readers interpret
written symbols, it is crucial to comprehend both the process of reading comprehension and the role of elements
that influence its outcome.

According to Mckee (2012), in his research review, he claims that reading comprehension is a complicated
process that includes different variables and factors. Here are some of the factors determined:

Cognitive Factors: Cognitive elements are key to reading comprehension. According to research (Perfetti &
Stafura, 2014), working memory capacity, vocabulary knowledge, and prior knowledge are important indicators
of reading comprehension among intermediate-level students.

Metacognitive Strategies: In order to achieve effective reading comprehension, there is an important need for
metacognitive strategies such as monitoring comprehension, setting goals, and using self-regulation techniques.
Intermediate-level students who employ these strategies tend to have better comprehension outcomes (Pressley
& Afflerbach, 1995)

Schema Theory: Readers are advised to make sense of the texts by using their prior knowledge and experience.
Research has shown that students who are proficient in activating corresponding schemas and connecting to
the text tend to get a better understanding of it overall, (Anderson & Pearson, 1984)

Motivation and Engagement: For reading comprehension, motivation and engagement are essential.
According to studies (Guthrie & Wigfield, 2000) children who are naturally motivated to read and are engaged
with the content demonstrate higher levels of understanding.

Instructional Approaches: Effective teaching strategies can have a major impact on reading comprehension.
According to research, students at the intermediate level can benefit from small-group instruction, peer-assisted
learning, and specific instruction in comprehension strategies (National Reading Panel, 2000; Torgesen et al.,
2004).

Language Proficiency and Vocabulary: Lawrence, J.F. et al. (2022) research highlights the strong relationship
between language ability and reading comprehension, particularly word knowledge. Strong readers are more
likely to understand the meanings of words, regardless of academic features. The relation between word
frequency and item difficulty is stronger among better readers, while the relation between word complexity and
item difficulty is stronger among less proficient readers.

Teacher Practices: Teachers play a pivotal role in promoting reading comprehension. Studies have shown that
improving students' reading comprehension skills depends on teachers' knowledge, professional development,
and successful classroom methods (Hudson, A.K. et al.(2023)

Socio-Cultural Factors: According to Epçaçan, Cahit & Epçaçan, Cevdet (2010), the factors such as gender,
buying newspapers, the occupation of family, level of income and the habit of reading books are very important,
as they positively affect the ability of students' reading comprehension, and self-efficacy perception of reading
comprehension. Furthermore, it can be said that students' self-efficiency perception of reading comprehension
shapes according to socio-economic and cultural environment.
Digital Literacy and Multimodal Texts: Selander (2015) highlights the challenges and opportunities in text
design and production due to the digitization of society. Digital texts offer new affordances like links and audio-
and film-clips, transforming the sharing culture and impacting education.

Designing efficient interventions and teaching methods to improve reading comprehension in this student
population requires an understanding of these aspects.

METHODOLOGY

Research methodology is the specific procedures or techniques used to identify, select, process, and analyze
information about a topic. It includes research design, environment, participants, sampling design, data analysis,
ethical consideration, results and discussion.

RESEARCH DESIGN
The researchers employed a qualitative research design with descriptive analysis. Qualitative research is defined
as a market research method that focuses on obtaining data through open-ended and conversational
communication. Descriptive analysis is a sort of data research that aids in describing, demonstrating, or
helpfully summarizing data points so those patterns may develop that satisfy all of the conditions of the data.
They also used a survey method in the form of an interview and observation method to gather data.

RESEARCH ENVIRONMENT
The research will be conducted in two selected public schools here in Cebu. The researchers will visit the
Vicente Rama Memorial School in Basak, Pardo, Cebu City and
Minglanilla Central School in Minglanilla, Cebu City.

RESEARCH PARTICIPANTS
The participants of the study will be grades 4-6 students in the chosen schools and their respective assigned
teachers.

SAMPLING DESIGN
The researchers will read a story to the entire class, observe the whole class, and select two students from each
grade level to answer interview questions, as well as one teacher from each level. This study will involve a total
of 12 students and 6 teachers.

RESEARCH INSTRUMENT
The researchers will go through the systematic procedure for data gathering. Having said this, they will first
seek approval from the teacher to administer the data collection from the respondents, which will be the
teachers assigned to a particular class of young learners. The researchers will give the respondents a print copy
of the story "left out" for them to read, and after reading, the researcher will ask some questions. The
researchers will look for two respondents to have a one-on-one interview. The researchers will ask for the
names of the respondents to give their consent. Once their consent is given, the researcher will explain to the
respondents the purpose of the study and ensure that their questions will be answered, if there are any.

DATA ANALYSIS

3.5.1 Preliminary Procedures

The researchers will also find two schools and ask permission from the school administrator or the principal.
The researchers will explain carefully the purpose of the study to the school administration or principal and
answer questions when there are any.

3.5.2 Pre-test
The researchers will allot time, effort, and cooperating in creating a survey questionnaire to gather the data.
Three questionnaires are made: One is for the whole class, which are questions regarding the story which will
be read in front of the class; Second is for the teacher; Lastly, is for two students in the class which will be
chosen by random.

Once the questionnaire is designed, the researcher will look for three classes each school: one Grade 6, another
Grade 5, and Grade 4. They will then ask permission from the teacher. The researchers will then read a story to
the class and will be asked to answer the first questionnaire prepared. The researchers will also give the second
questionnaire while this is happening. They will then choose two students to answer the third questionnaire in
the form of an interview by the researchers which will also further explain the questions.

The data acquired will be organized so that it can be utilized by the researchers for analysis and interpretation of
results. The data were thematically analyzed and interpreted descriptively.

ETHICAL CONSIDERATION

Ethical considerations in research are a set of principles that guide research designs and practices. These
principles include voluntary participation, informed consent, anonymity, confidentiality, potential for harm, and
results of communication. Adhering to ethical norms promotes the aims of research, such as knowledge, truth,
and avoidance of error.
This research was conducted through observation and interview with the participants. Through this method,
researchers were able to draw out recommendations and conclusions of the study that will be a great help to the
participants. The researchers make sure that the result of the study will be very valuable to the students,
educators and other education authorities. The researchers asked for the principals' approval to conduct the data
gathering. Participants know the purpose, benefits, risks, and funding behind the study before they agree or
decline to join. Participants were informed how important their participation in the process is and its impact to
them afterwards. The study relies on the information given by the participants. Their information plays a crucial
role in this study. Researchers make sure to keep the information confidential and anonymous.
The researchers will give high regard to the trustworthiness of the study through looking carefully at its
credibility. This study will make sure not to adhere to any biases and manipulation, and make sure to come up
with true and accurate findings. Each participant' responses will be highlighted in the steps that will be
undertaken on the data analysis in order to have better results. Research results will be made transparent as
possible. The researchers will take steps to avoid plagiarism and research misconduct throughout the process.
These actions will help to make the study honest, reliable, and credible.
RESULTS ANALYSIS DISCUSSION

Students’ Perspectives

Theme 1

Participants’ Emotional Connection to the Story

Reading comprehension can be significantly impacted by a participant's emotional response to a story. Students
tend to have a deeper and more meaningful understanding of the material when they emotionally connect with a
text. Emotional responses to a story are subjective and can vary widely among readers which can be cited from
the following statements.

“I didn’t really felt anything, for it is a fictional story but I relate because I have felt those emotions too” (P2,
L4,5).

“I feel good because Trisha was afraid of snakes, that is why she did not invite him at the
zoo” (P3, L6).

“Ok, nindot sa feelings nga makat-onan” (P5, L8).

“Happy, because of the Trish solve the problem” (P9,L8).

“I feel happy because they become friends again” (P12, L15).

Based on the given statements, some may connect deeply with the characters and events, while others may
remain more detached, especially if the story is fictional. The range of emotional responses highlights the
individual nature of reading experiences. If the story's themes or situations resonate with readers' personal
experiences, they can draw parallels and make connections that enhance comprehension. They are more likely
to reflect on the emotional impact of the story and consider its implications, leading to a more nuanced
understanding. Thus, reading can prompt strong emotions, and these emotions are pivotal for understanding
processes and effects of reading on learning. In fact,according to Pekrun (2022), emotions impact processes of
reading as well as resulting outcomes, including knowledge acquisition, conceptual change, and attitude
change.

Theme 2

Experiences Affecting Reading Comprehension

Participants mentioned various experiences affecting their reading comprehension:

“In very loud places I can not read that well because I mostly forget what I am reading if
it is too loud. And if the teachers like stutters or like where we were I would forget most of
the story” (P1, L49,50).

“It was loud, it was a nice story, and the surrounding was very messy” (P3, L53).

“Usahay dili kay ko kasabot kay libog” (P4, L54).

“Yes, my mom taught me again and again” (P6, L56).

“Gagmay ang agi ug nakasugat ug mga word nga wala ko kasabot” (P7, L57).
 “Nakat-on tungod sa akong pagsabot sa akong gibasa ug sa pagbalik-balik nakog basa”
(P8, L58).

The mentioned experiences align with common factors that affect reading comprehension. Noise and
distractions, vocabulary proficiency, and the value of repetition all play roles in how well individuals
understand and retain information from a text. Vasilev, M. R., Kirkby, J. A., & Angele, B. (2018) argues that
background noise, speech, and music all have a small but reliably detrimental effect on reading performance.
They suggest that background noise, spoken words, and music can all have a negative effect on a person's
ability to read effectively. It emphasizes how distractions can make it difficult for someone to read efficiently,
even if they have a small overall impact. It emphasizes how crucial it is to read in a calm and concentrated
environment.

Another thing that affected their reading comprehension was the repetition technique to master the skills.
According to Bruner (2001), repetition matters because it can hasten and deepen the engagement process. If one
cares about quality of learning, one should consciously design repetitive engagement into courses and daily
teaching. Repeated review of previously learned material enhances connections in the brain and aids in the
retention of content longer. The brain forms more neuron connections and links new knowledge to relevant old
information (Lastiri,2022)

Theme 3

Strategies for Overcoming Comprehension Difficulties

Participants provides several strategies for improving reading comprehension, such as:

Mostly, just focus on what I am reading or answering in the story or test. (P1, L65)

Not listening to them and I read it in my mind.(P3, L67)

Ibasa lang ug balik balik para makasabot. (P4, L68)

Basahon ug tarung ug mangayog hint sa teacher. (P5, L69)

Keep on reading it again and again to understand it. Ask the teacher. (P6 L70)

The strategies mentioned reflect proactive approaches to addressing reading comprehension challenges. They
emphasize the importance of focus, repetition and seeking assistance when needed.

The goal of all readers should be to understand what they read” (Teele, 2004). It shows that good readers are
actively involved with the text, and they are aware of the processes they use to understand what they read.

Teacher’s Perspective

Theme 1

Classroom Reading Comprehension Performance

The data suggest that the student’s reading comprehension performance is generally at an average level, with
room for improvement.

This class generally has an average comprehension level. I did not notice anyone who was excellent reading
comprehension in English. (T1, L80,81)
 So far, my learners are all readers, except for one who is halting, in terms of
comprehension only half of my class can comprehend their half needed guidance. (T3,
L83,84)

Honestly, half of my class has a poor comprehension, though all of them can read
properly (T4, L85)

According to Kucer (2009) literacy acquisition can be greatly impacted by multiple cultural variations.
Students come to us from different social backgrounds, and different strategies of acquiring information. A
student’s background and prior knowledge can greatly affect the way they absorb certain material, and the
capacity in which they learn. Hence, teachers’ must be aware of this large impact, and how it affects their
students.

Theme 2

Challenges Affecting Reading Comprehension in Students

The responses provide several factors that may contribute to the students’ reading comprehension difficulties:

Most of the pupils are not used to reading, they are fond of using gadgets, playing games.
(T2, L92)

It can be decoding difficulties. Oral language deficit. Disinterest to read (T3, L93)

Maybe because of a two year pandemic. They are exposed to gadgets everyday like
playing online games. No study habit and no follow-up from the parents (T4, L94,95)

The main factor is the support of the parents, some of the parents lack guidance for their
kids. And the culture as well is affected for the school performance (T5, L96,97)

McDaniel et al. (2000) concluded that the processing of text is deeper and more elaborate when readers’ interest
is engaged. Learners’ ability to actively interact with the text helps them construct meaning, aiding in retention
of recall of the text. Persistence, engagement, attention (Hidi, 1990, 2000), and direction and duration of
attention (Schraw & Lehman, 2001) have been directly correlated to reading interest.

Reading is not only related to the individual, but also the environment and family because it combines both
physical and mental factors (Ünal, 2006). The social environment, including family members in particular, is a
considerably effective factor in the development of reading comprehension skills.

With home literacy, it is expected that children will grow up in an environment familiar with books, leading to a
culture of reading in individuals (Hiğde et al., 2020).

Theme 3

Strategies for Addressing Reading Comprehension Challenges

The responses include several suggestions for addressing the reading comprehension problem.

Daily comprehension activity is given. Peer tutorial was proven to be effective as well.
That is what I did during last year’s set. Pupils did it during their lunch time. (T1,
L99,100)

Frequent follow-up from the parents. Daily reading intervention. One-on-one reading
practice. (T3, L102)
 Read a short story before starting the class – peer tutoring. Unlocking of words that are
note familiar to them- applying DEAR (drop everything and read). Reading flash cards
with words and use it’s in the sentence (T4, L103,104,105)

The provided suggestions encompass a range of strategies, from incorporating reading activities into daily
routines to addressing vocabulary issues and fostering emotional intelligence. The involvement of parents is
also emphasized, as their support can play a significant role in improving reading comprehension.

Children's reading skills improve significantly when parents become active participants in their child's reading
program. Parental involvement presents an essential key to helping a child achieve optimum success in his/her
reading achievement. Khan (2003).

CONCLUSION

The findings from this study offer valuable insights into the multifaceted nature of reading comprehension, as
seen through the perspectives of both students and teachers. Several key themes emerged, shedding light on the
factors that influence reading comprehension and the strategies that can be employed to enhance it.

First, it was discovered that an important element influencing comprehension was the students' emotional
response to the story. The study revealed that emotional engagement with the text can lead to a deeper and more
meaningful understanding of the material This emphasizes how subjective and unique reading experiences are,
with some readers having a strong emotional connection to the characters and events while others are more
detached. Emotional responses to a story, when they align with personal experiences, can lead to a more
nuanced understanding of the text. This aligns with Pekrun's assertion that emotions significantly impact the
reading process and its outcomes.

Second, it was discovered that learning moral lessons from the story was a crucial element of reading
comprehension. The variety of moral lessons drawn from the same story demonstrates how various readers
interpret and absorb information based on their own values and experiences. This underscores the significance
of identifying themes and moral lessons as an essential reading comprehension skill for elementary students.
Early mastery of this talent can lay the groundwork for more advanced reading and complicated analysis,
ultimately assisting pupils in becoming better individuals.

Third, the study found that individuals had a generally high level of knowledge, with personal experiences and
emotions playing an important role in comprehension. The schema theory notion was stressed, emphasizing the
interactive aspect of comprehension between a reader's prior knowledge and the text. This lends credence to the
notion that reading comprehension improves when readers can relate the material to their own knowledge.

Fourth, numerous experiences affecting reading comprehension, such as loudness and interruptions, vocabulary
proficiency, and the significance of repetition, were identified. The findings are consistent with earlier research
that finds background noise and distractions can impair reading performance. Bruner's suggestion of repetition
was found to strengthen the engagement process and improve comprehension.

According to teachers, the study found that pupils' reading comprehension performance was generally average,
with potential for improvement. Cultural and societal differences have been identified as elements that can
influence literacy acquisition. Disinterest in reading due to digital distractions, the impact of a pandemic, and a
lack of parental direction and support were also mentioned as challenges influencing student reading
comprehension. These difficulties highlight the necessity of fostering engaging and supportive reading
environments at school and at home. Teachers offered several solutions in response to these obstacles, such as
daily comprehension assignments, peer tutorials, and parental participation. These initiatives sought to increase
students' comprehension skills and promote a reading culture.
In conclusion, the findings show the intricate interplay of emotional engagement, personal experiences, and
many external circumstances in reading comprehension. They also emphasize the importance of early
comprehension ability development, the responsibility of teachers and parents, and the requirement for a
suitable reading environment. These findings can help educators and parents improve pupils' reading
comprehension and nurture a lifetime love of reading.

RECOMMENDATIONS

Based on the comprehensive findings of the study on "Factors Affecting Reading Comprehension Performance
Among Intermediate Students," several recommendations are made to address the identified challenges and
enhance reading comprehension in intermediate students:

1. Teachers should be able to:

1.1. Implement varied teaching strategies to accommodate different learning styles and abilities.
1.2. Provide constructive and timely feedback on students' reading comprehension skills.
1.3. Incorporate regular reading comprehension exercises into their lesson plans.
1.4. Foster a positive and inclusive classroom environment where students feel comfortable asking
questions, discussing their thoughts, and sharing their interpretations of texts.
1.5. Encourage peer collaboration and provide opportunities for students to practice their reading
comprehension skills through group activities or projects.
1.6. Foster a love for reading by providing a variety of books that cater to different interests and reading
levels.
1.7. Incorporate visual aids and interactive activities to help students organize information and make
connections between ideas while reading.
1.8. Involve parents and guardians in the reading process by regularly communicating with them about their
child's progress and suggesting reading activities that can be done at home.

0. Parents should be able to:

2.1. Create a reading-friendly environment at home with a variety of books and reading materials.
2.2. Encourage daily reading habits by setting aside time for family reading sessions.
2.3. Actively engage with their children by encouraging regular reading habits, discussing books together,
and providing a supportive environment.
2.4. Have your child write about what they read. This can be in the form of summaries, reflections, or
creative responses.
2.5. Engage in discussions about the books your child is reading. Ask open-ended questions.
2.6. Limit Screen Time and encourage students to spend the time engaging in reading rather than being
glued to electronic devices.
2.7. Celebrate your child's reading accomplishments. Whether it's finishing a book or improving in a certain
aspect of comprehension, positive reinforcement is important.

0. School Administrators should be able to:

3.1. Implement data-driven interventions to identify students with reading comprehension challenges
and offer appropriate support.

3.2. Establish a "Reading Ambassador Program" where select students, recognized for their strong reading
comprehension skills, serve as mentors to peers who are struggling.

3.3. Identify students who may be having trouble understanding what they are reading and offer them extra
assistance like small-group instruction, one-on-one tutoring, or specialized reading programs.
 3.4. Provide training and workshops for teachers to learn and practice teaching reading comprehension
strategies. This can involve differentiated instruction, explicit instruction methods, and questioning
methods.

3.5. Assessing students' reading comprehension abilities on a regular basis will help you find their weak
points and monitor their development. To gain a comprehensive understanding of students' abilities, use
a range of assessment techniques, such as comprehension tests, oral presentations, or written responses.

0. Future researchers should be able to:

4.1. Investigate the "Impact of Multilingualism on Reading Comprehension" to explore how students
proficient in multiple languages might utilize their linguistic diversity to enhance their comprehension
skills.

4.2. Regularly evaluate students' comprehension abilities using a variety of techniques.

4.3. Give them enlightening criticism and guide them on improving specific aspects.

4.4. Observe each student's development in reading comprehension and make necessary adjustments based
on individual needs.

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