ABSTRACT
This study investigates the reasons why Key Stage 2 learners at Doña Asuncion Martinez Memorial Elementary School have weak English comprehension skills. Data was gathered through the dissemination of questionnaires to responders. The study focuses primarily on the art of questioning as well as the tactics English teachers must employ to improve their learners' reading comprehension. Based on the study's findings, the researchers devise a plan of action to help learners improve their reading comprehension, enhancing their ability to communicate effectively in the second language.
The goal of the teacher researcher was to enhance reading comprehension through the use of higher-order thinking abilities such as predicting, making connections, visualizing, inferring, questioning, and summarizing. The teacher-researcher modeled these skills in their classes using the think-aloud procedure and graphic organizers. Before administering the reading strategy interventions, the educator-researcher gathered information. The data collected by the teacher-researcher after the interventions had been modeled and practiced indicated that the Key Stage 2 learners had improved.