ALTERNATIVE STRATEGIES IN UPGRADING READING PROFICIENCY OF HIGH SCHOOL STUDENTS

Abstract

This study examined how may the five reading strategies namely: semantic feature analysis,
Venn diagram and summary, structured note-taking, guided high-lighted reading, and using
context clues to get meaning of words affect the reading comprehension ability of Grade 9
students of Caniogan High Schoool, in Calumpit, Bulacan. One hundred forty-four students in a
small public school were identified for this study. The students were given a reading
comprehension pre-test to assess their comprehension level as to excellent, above average,
average, below average and poor.
Based on the results of the study, it was found out that students gained a significant difference
between the pre-test and post test scores. The result of the independent sample t-test showed
that there was a significant difference between the pre-test and post test of the respondents.
The computed mean score during the pre-test was 37.28 (below average) while during the post-
test 54.26 (average) was computed. An increase of mean up to 8.49 as the effect of intervention
can be attributed to the result of a 10-week training on how to use the five reading strategies in
improving their comprehension ability. The results of the analysis of variance of the pre-test and
post test also revealed that the mean pre-test scores of the four sections differ significantly
(F=16.27, P<.05), and so with the post test (F=6.62, P< 0.05). Based on the results of the analysis of variance, there was a significant difference of the scores of the pre-test and post test. This
conclusion was verified through the journal writings of the respondents which were positive
and conclusive that the five reading strategies were effective in improving students’ reading
comprehension ability.