Proposed Intervention Material for Grade 7 Students

AUTHOR(S)

Sarah Jane P. Valdez

ABSTRACT

This study aimed to determine the student’s reading comprehension skills in the Phil-IRI Comprehension Test in terms of a. Independent; b. Instructional; and c. Frustration level. It also delved into the problems encountered by the English teachers in teaching reading comprehension and the teaching strategies employed by the English 7 teachers in teaching reading comprehension. This study utilized the descriptive-developmental research method of research, with a standardized test in reading from the Philippine Informal Reading Inventory (Phil-IRI) Manual 2018 and an interview guide for teaching English 7 as the core gathering instruments and used frequency counts and percentages in treating the data.
This study had 202 student-respondents from the three high schools of Cluster 7. It was found out that there were only five students or 2.48% who were in the instructional level and 104 students or 51.49% who were under frustration level in School A. Meanwhile, School B had 15 students or 7.43% under instructional level and 16.83 % or 34 students under the frustration level. On the other hand, School C had 44 students, or 21.78%, who fall under the frustration level. It was found out that all of the teacher-respondents had faced the same challenges. The most used reading strategies were retelling, questioning, and summarizing. And no one uses transactional strategy instruction.
This study recommended that students under frustration level need to engage in more reading activities to study. A remedial reading can take place to help address individual student needs. A variety of activities can cater to different comprehension levels of the students. Address each challenge and build a more encouraging school culture could be of great help wherein students can feel happy and safe. In terms of teaching and learning materials, Resources such as eLearning, eBooks, and others that can be easily accessed should use. Teachers should consider other reading strategies such as Directed Reading and Thinking Activity (DRTA), reciprocal teaching, and transactional strategy instruction in enhancing students’ comprehension skills. The proposed reading intervention program should be considered for use by the teachers and determine its worth in improving student’s reading comprehension ability.