CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Jeniffer Serravallo (2008) stated that comprehension is at the heart of what it means to really read by thinking and understanding and getting at the meaning behind a text. Comprehension instruction begins before children can even conventionally read. As children are read to during read-aloud, they are asked to think about characters, make predictions about what will come next, question and wonder what’s happening, and consider what lesson they can learn from the book.
The literature has shown that comprehension strategy instruction, including multiple reading strategies, have been justified in being beneficial to helping learners become strategic readers and improve their reading comprehension (Medina 2011)
In Deped Order No. 12s.2015-Guidelines on the Early Language, Literacy and Numeracy Program: Professional Development Component in line with one of the President’s Ten Point Basic Education Agenda which states that every child should be a reader by Grade 1, the Department of Education is strengthening its reading program through the implementation of the Early Language, Literacy and Numeracy Program.
The writer conducts this study for the purpose of improving the grade 1 to 6 pupils in reading comprehension and skills in San Jose Elementary School in order to get high Phil Iri result, oral reading comprehension skills and National Achievement Test.
In San Jose Elementary School out of 167 pupils 100 are struggling based in the oral reading results done by the different school heads in Tuy District.
In lieu of this problem, researchers conducted this action research entitled, “Difficulties in the Reading Skills and Comprehension in San Jose Elementary School.
I therefore conclude that reading skill is to measure our understanding and knowledge based on what we have read.
Background of the Study
Readers can use the questioning before, during, and after reading. The questioning process requires readers to ask questions of themselves to construct meaning, enhance understanding, find answers, solve problems, find information, and discover new information (Harvey & Goudvis, 2000). In this strategy, the students return to the text throughout the reading process to find the answers to the questions asked by the teacher before, during and after the reading. By this strategy, students practice to distinguish between questions that are factual prior knowledge. By using the student generated questioning strategy; text segments are integrating and thereby improve reading comprehension (NRP, 2000).
Theoretical Framework
This study is primary premised on the theory of McNamara (2007) on reading comprehension. According to her, reading comprehension is the ability of an individual to understand information in a text.
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