Scholastic: Its Influence to the Daily Reading of Grade 11 Students of Del Pilar Academy SY

2021-2022

RELATED REVIEW OF LITERATURE

A literature entitled, “Effective Reading Programs for Middle and High Schools: A Best-

Evidence Synthesis” is a systematic review of research on the outcomes of four types of

approaches to improving middle and high school students' reading: (1) reading curricula, (2)

mixed-method models (methods that combine large and small-group instruction with computer

activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods

that focus on providing teachers with extensive professional development to implement

specific instructional methods). The utilization of randomized or matched control groups, a

study period of at least 12 weeks, and valid accomplishment measures that were independent

of the experimental treatments were all criteria for inclusion in the study. These criteria were

satisfied by 33 research in total. According to the findings, initiatives aimed at changing

everyday teaching techniques have far more scientific backing than those focusing just on

content or technology. A successful outcome has been linked to Instructional-process

programs, particularly those incorporating cooperative learning, and mixed-method programs,

both showed results.

The goal of this article is to examine studies on middle and high school reading

programs using an uniform methodological framework. This evaluation will give fair

comparisons between the achievement outcomes of the whole variety of options accessible to

educators and policymakers, as well as a summary of the current state of the art in secondary

reading programs. The review's scope includes all sorts of programs that teachers,
administrators, and superintendents could use to help their secondary pupils with their reading

challenges. This study also aims to find common qualities of programs that are likely to improve

student reading achievement. The review, which aims to incorporate all types of reading

teaching methodologies, divides them into four categories: (1) reading curricula, (2) mixed-

method models, (3) CAI, and (4) instructional process programs. The findings of this study

contribute to a growing body of evidence that techniques that fundamentally transform what

instructors and students do every day are what counts for student progress (such as

cooperative learning and mixed-method models). In previous studies, the effects of these

techniques were clearly and consistently better than those of curriculum or CAI alone. There is

obviously a need for more study and development of reading programs for secondary students,

but we now know enough to act, to use what we know today to enhance reading outcomes for

kids with reading issues during their important secondary years.

Another literature entitled, “Children’s Motivation for Reading: Domain Specificity and

Instructional Influences” wherein the authors discuss the nature and domain specificity of

reading motivation, as well as preliminary findings from a study that looked at how two reading

instructional programs, Concept Oriented Reading Instruction (CORI) and Multiple Strategy

Instruction (SI), affected 3rd-grade children's intrinsic motivation to read and reading self-

efficacy. Each reading program lasted 12 weeks and took place in the fall of the school year. In

CORI, about 150 third-graders took part, while in SI, about 200 third-graders took part.

Children's intrinsic drive to read and reading self-efficacy rose solely in the CORI group,

according to pre- and posttest assessments of their responses to a reading motivation

questionnaire.
 The degree of children's motivation might differ across areas as well. Children may be

more enthusiastic about one subject (for example, mathematics) than about another (reading).

There are undoubtedly numerous individual variances in such patterns, but when it comes to

interest, elementary and middle school students indicate they are more engaged in social and

athletic activities, and less so in mathematics and reading, which is not surprising (Wigfield et

al., 1997). Children's general competency views for such activities appear to differ less than

their interest in them.

Finally, the kind of experiences that children encounter at school have a significant

impact on their motivation (Stipek, 1996, 2002; Wigfield, Eccles, & Rodriguez, 1998). The way

schools handle the curriculum may have an impact on how domain-specific children's

motivation is. Children with extremely domain-specific incentives for each subject area may

emerge soon in schools where each topic is taught independently. It's probable that when

curricula are integrated across curriculum areas, children's motivation will be more integrated

across domains as well.

RELATED REVIEW OF STUDIES

In a study entitled, “Improving Student Attitude and Achievement in Reading through

Daily Reading Practice and Teacher Intervention Strategies”, it was found out that Students

aren't getting enough reading exercise to become proficient readers. Many pupils are

unmotivated to read as a hobby since they have not experienced success. Past observations by

third and fourth grade instructors, as well as talks with parents and kids, provide evidence of

the problem's presence. The goal of this action research was to improve the reading
achievement, motivation, and attitude of third and fourth grade pupils. The following strategies

were chosen to achieve the desired results: 40 minutes of daily independent reading time in the

classroom, the use of the Accelerated Reader program (Advantage Learning Systems 1993),

conferencing with the teacher, social interaction with peers about reading material, and

hearing literature read aloud.

The teacher-researchers have observed evidence that children do not commit enough

time to independent reading through observation and interactions with students, parents, and

other instructors. Several measures were used to gather data during the first two weeks of the

school year in August in order to establish a baseline to assess the efficacy of the interventions

established in this study. The teacher-researchers created a survey (Appendix A) that parents

filled out, and they gave the Elementary Reading Attitude Survey (McKenna & Kear, 1990) and

the Motivation to Read Profile (Gambrell, Palmer, Codling & Mazzoni, 1995) to kids in the

targeted classes. Teachers in the control classes gathered parent questionnaires and gave the

ERAS and MRP to their children. In addition, a trained professional observed each classroom

during quiet reading time, using a checklist developed by teacher-researchers.

The goal of this action research was to improve the reading achievement, motivation,

and attitude of third and fourth grade pupils. The following strategies were chosen to achieve

the desired results: 40 minutes of daily independent reading time in the classroom, the use of

the Accelerated Reader program (Advantage Learning Systems 1993), conferencing with the

teacher, social interaction with peers about reading material, and hearing literature read aloud.

The interventions utilized in this action research study have received great support from

the researchers. Teachers must offer time for kids to practice reading skills at school because
many students do not read independently at home. When pupils were given additional time,

the parent survey revealed. As a result of having to read in school, the amount of time spent

reading at home has grown. The researchers saw that as the initiative continued, the students

were more enthused about their regular solo reading time.  The students' willingness to share

and discuss might explain a lot of the off-task conduct.

Through the use of the STAR test, the Accelerated Reader program gives a beginning

point for independent reading levels. It also serves as a management tool for researchers,

allowing them to track, adapt, and assess individual students' development based on the

outcomes of computer-generated comprehension examinations. The program also provides

students with quick feedback on their progress, which helps them stay motivated. The monthly

goals established for each student by the Accelerated Reader program are another motivator.

Students read more as they work toward achieving their own goal and receiving a prize. This

software application, according to the experts, is an excellent tool for record-keeping and

management motivation of students.

Researchers recommend that instructors provide time for individual reading in their

daily schedules. The findings of this action research show a link between independent reading

time and academic accomplishment. Despite the fact that the statistics on motivation and

attitude remained unchanged, the researchers saw a more positive attitude and a considerable

rise in motivation to read in their pupils. Researchers also believe that if the study had been

carried out over a longer period of time, the results would have represented the researchers'

own findings more accurately.

 Another study entitled, “Role Of Reading Engagement In Mediating Effects Of Reading

Comprehension Instruction On Reading Outcomes” revealed that according to the engagement

model of reading comprehension development, reading engagement is the result of

motivational processes and cognitive strategies working together during reading

comprehension (Guthrie & Wigfield, 2000). Highly engaged readers are both important and

valuable in this context.

Internally driven and strategic readers have lower motivation and employ fewer

comprehension tactics, whereas less engaged readers have lower motivation and utilize fewer

strategies. According to Fredricks, Blumenfeld, and Paris (2004), engagement is a

multidimensional attribute that includes behavioral engagement (actively performing academic

learning tasks), cognitive engagement (using high-level strategies to foster deep learning), and

emotional engagement (using high-level strategies to foster deep learning) (enjoying academic

tasks and expressing enthusiasm about learning). In this study, the researchers looked at the

notion of engaged reading as a mediating variable that may explain the effect of integrated

teaching on primary school children' reading comprehension.

The first discovery was a link between reading engagement and comprehension. As

stated in the introduction, there is a growing amount of research that supports the link

between reading engagement and understanding. The finding in this study is noteworthy in

that it happened for reading in a classroom-based study of primary school pupils using a

previously untested measure of reading engagement. This study supports our theoretical

approach that stresses engagement as critical to comprehension by concentrating on reading

engagement throughout reading training (Guthrie & Wigfield, 2000).

The second key conclusion was that kids who received CORI had greater reading

comprehension, reading strategy use, and reading engagement than students who received

either strategy training or regular reading instruction (as defined by the study's school

district). This discovery replicates and expands prior CORI research conducted with third-grade

children (Guthrie, Wigfield, Barbosa, et al., 2004) to fourth-grade kids, as well as to a different

combination of scientific and reading materials and activities. As a result, CORI has a strong

impact on both third and fourth grade students.

With a variety of educational subjects CORI's success may be attributed to the fact that

it incorporates instructional methods such as teaching reading skills that increase

comprehension progress as well as practices that help students stay motivated. These

techniques are expected to interact in a complicated way to improve students' understanding

and motivation (see Guthrie, Wigfield, Barbosa, et al., 2004).

The study's third conclusion was that students' involvement was high. Students'

comprehension and strategy usage outcomes were moderated by the impacts of instructional

group. That is, the CORI teaching approaches were effective in boosting understanding to the

point that students were able to demonstrate engagement processes in the classroom.

Comprehension and reading strategy results were significantly poor where children did not

respond to the instructional approaches by demonstrating a high degree of reading

engagement. Much of the available research on strategic and motivational instructional

strategies that influence reading comprehension comes from well-controlled, semi-laboratory

experiments that may not apply well to long-term reading education, as previously stated.
 The study's major conclusion has the practical relevance that teachers can attempt on

the classroom, to maximize students' reading engagement with the reasonable expectation that

this involvement will improve their reading comprehension. Simultaneously, if instructors

believe their comprehension training is not engaging, or even disengaging, they have cause to

worry that it will improve students' overall reading comprehension levels, even if the

instruction includes critical reading methods. This consequence deserves educators' attention in

today's policy climate, which is characterized by a high amount of test-driven education as a

result of the No Child Left Behind Act (Guthrie, Wigfield, & Perencevich, 2004).

REFERENCES:

Allan Wigfield; John T. Guthrie; Kathleen C. Perencevich; Ana Taboada; Susan Lutz Klauda;
Angela McRae; Pedro Barbosa (2008). Role of reading engagement in mediating effects of
reading comprehension instruction on reading outcomes. , 45(5), 432–445.
doi:10.1002/pits.20307 

Barrett, K., & Kreiser, D. (2002). Improving Student Attitude and Achievement in Reading
through Daily Reading Practice and Teacher Intervention Strategies.

Robert E. Slavin; Alan Cheung; Cynthia Groff; Cynthia Lake (2008). Effective Reading
Programs for Middle and High Schools: A Best-Evidence Synthesis. , 43(3), 290–
322. doi:10.1598/rrq.43.3.4