Statement of the Problem

This study aimed to determine the reading comprehension level of Grade 7

students and the teaching strategies used by the teachers of Sta. Cruz National High

School.

Specifically, the study sought to answer the following problems:

1. How may the reading comprehension of the students in silent reading in

English be described in terms of their Phil-IRI pretest result?

2. How may the reading comprehension of the students in silent reading in

English be described in terms of their Phil-IRI posttest result?

3. How may the teaching strategies of English teachers be described in terms

of:

3.1 using prior knowledge/previewing

3.2 predicting

3.3 identifying the main idea and summarization

3.4 questioning

3.5 making inferences

3.6 visualizing

4. Is there a significant relationship between the reading comprehension level

of the students and teaching strategies of English teachers?

5. Is there a significant difference between the reading comprehension level of

the students in silent reading in English in terms of their Phil-IRI pre-test and post-

test results?

6. What plan of action may be proposed based on the results of the study?
 Survey-Questionnaire
CRITICAL READING SKILLS OF GRADE 7 STUDENTS: BASIS FOR
READING PROGRAM DEVELOPMET

NAME OF THE RESPONDENT (optional):

___________________________________

DESCRIPTIONS OF TEACHERS’ TEACHING STRATEGIES ON THE

TEACHING OF READING IN ENGLISH
DIRECTIONS: This portion would describe the levels of appropriateness of
Teaching Strategies used in the class. Please answer each item honestly. Use the 4-
point Likert Scale as follows:
4 = Exceeds Expectations
3 = Meets Expectations
2 = Meets Some Expectations
1 = Does Not Meet Expectations

Exceeds Meets Meets Some Does Not

Expectations Expectations Expectations Meet
(4) (3) (2) Expectations
(1)

1. I model
making
connections to
the text they are
reading.
2. I read a text to
the class and talk
through his or
her thinking
process in order
to show students
how to think
about their
thinking as they
are reading.
3. I use different
graphic
organizers to
activate
students’ prior
knowledge.
4. I allow
students
to use informati
on from the text,
such as titles,
headings,
pictures and
diagrams to
anticipate what
will happen in
the story.
5. I allow
students to
envision what
will come next
in the text, based
on their prior
knowledge.
6. I require
the students to
do two things:
1) use clues the
author provides
in the text, and
2) use what
he/she knows
from personal
experience or
knowledge
(schema).
7. I require the
students to
determine what
is important and
then put it in
their own words.
8. I teach
students how to
discern the most
important
ideas in a text,
how to ignore
irrelevant
information, and
how to integrate
the central
ideas in a
meaningful way.
9. I teach
students that
when we take
large selections
of text and
reduce them, we
should make
sure to include
the main points
and the general
idea of the
article.
10. I encourage
students to skim
the text and
place question
marks in the
margins or on
sticky notes.
11. I ensure that
students know
how to ask
questions in
order to better
comprehend
what they read.
12. I model how
to ask questions
while reading to
learn and how to
build interest
with the text.
13. I involve
using what the
students know to
make a guess
about what they
don't know
or reading betwe
en the lines.
14. I allow
students to draw
on prior
knowledge and
recognize clues
in the text itself.
15. I require
reading a text,
noting specific
details, and then
putting those
details together
to achieve a new
understanding.
16. I encourage
creating pictures
in their heads
based on text we
read or words
we hear.
17. I
practice visualisi
ng with students
by having them
close their eyes
and picture a
scene I am
describing (it
could be made
up, or I could
read a
description from
a book), then
have them add
further details
from what they
imagined.
18. I require
students to
weave together
their own
background
knowledge, text
evidence, and
creativity to
make an image
in their mind's
eye to match the
story or
informational
article that they
are reading.