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Action Research On Improving Reading Comprehension

This action research project aimed to improve 3rd grade students' reading comprehension through the use of higher-order thinking activities like predicting, making connections, visualizing, inferring, questioning and summarizing. The researcher introduced these strategies over 16 weeks, first modeling them and then having students practice in whole class, small groups and independently. Observation checklists found students struggled using the strategies without guidance, so the researcher provided record sheets to help monitor strategy use. Post-assessments showed the new activities increased students' knowledge and use of reading comprehension strategies. The researcher recommends teachers be confident and knowledgeable in integrating various strategies to improve higher-order thinking.

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Dolores Tamboong
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888 views3 pages

Action Research On Improving Reading Comprehension

This action research project aimed to improve 3rd grade students' reading comprehension through the use of higher-order thinking activities like predicting, making connections, visualizing, inferring, questioning and summarizing. The researcher introduced these strategies over 16 weeks, first modeling them and then having students practice in whole class, small groups and independently. Observation checklists found students struggled using the strategies without guidance, so the researcher provided record sheets to help monitor strategy use. Post-assessments showed the new activities increased students' knowledge and use of reading comprehension strategies. The researcher recommends teachers be confident and knowledgeable in integrating various strategies to improve higher-order thinking.

Uploaded by

Dolores Tamboong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ACTION RESEARCH ON

Improving Reading Comprehension Through the Use of


Higher Order Thinking Activities

I. INTRODUCTION
This action research project was conducted to improve reading
comprehension of grade III pupils of: P. Rebadulla Elementary
School Catubig I District, Division of Northern Samar for the
school year 2015-2016. The researcher intends to improve the
reading comprehension by using the higher – order thinking skills
such as predicting, making connections, visualizing, inferring,
questioning and summarizing. In his classroom the researcher
modeled these strategies through the think – aloud process and
graphic organizers. This is followed by the pupils using these
strategies through the whole class, small group, and independent
practice.

II. PURPOSE
1. To improve the reading comprehension of grade III pupils.

2. To increase the performance level of the grade III pupils in


the Phil – IRI.

3. Prepare the grade III pupils for the National Achievement


Test (NAT).

4. Improve pupil’s performance in English and further enhance


the teacher-facilitator teaching competencies.

III. PROBLEM
The objective of this research project was to improve reading
comprehension in the third grade pupils through teacher modeling and
think aloud process using six strategies. The researcher used
predicting, making connections, visualizing, inferring, questioning,
and summarizing strategies. Beginning in September 2015, the
strategies were introduced and practiced over a sixteen-week period
ending with an assessment at the end of January 2016. The strategies
were first modeled by the researcher through the think aloud process
and the use of graphic organizer. Next the strategies were practiced
by the whole class then small groups, and finally independently.

One tool the researcher used to collect data, analyze pupils’


use, and pupils’ understanding of the reading strategies was an
observation checklist. Beginning in October 2015, once a month, the
researcher used checklist to observe which reading comprehension
strategies were being used by the pupils in small groups. The
researcher found two problems with using checklists. The researcher
observed that pupils had a problem using the strategies within the
group setting without a guide sheet to follow. Therefore, the
researcher developed a group record keeping sheet for the various
strategies pupils were to use before, during and after reading the
story in their group. This record keeping sheet aided the researcher
in monitoring pupils’ progress since observing groups at one time was
a second problem.

IV. CONCLUSION
Therefore, the researcher developed a group record keeping sheet
for the various strategies pupils were to use before, during and after
reading the story in their group. Following the teaching of the
reading strategies, the researcher administered Metacomprehension
Strategy Index (MSI) to see if the strategies changed pupils’
approaches in reading. The MSI measures pupils’ knowledge of reading
strategies used before, during, and after reading, the researcher
noted the new activities led to an increase in pupils’ knowledge of
the reading strategies in all parts of the MSI.

V. RECOMMENDATION

1. The teacher must have more confident and knowledgeable about the
various reading comprehension strategies, how to integrate them into
curriculum, and how it will improve the higher order thinking skills
of the pupils.

2. It is important to teach the strategies by naming the strategy


and how it should be used, modeling through think aloud process,
group practice, partner practice and independent use of the
strategy.
ACTION
RESEARCH

Prepared by:

MARY JEAN L. TAMBOONG


Teacher- I

Submitted to:

JOSE C. ULTRA
Principal-in charge

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