Improving The Comprehension Skills of Frustration Level Students Using the SRA Lab 2c Reading

Materials

Abstract
Reading comprehension requires the synchronization of several linguistic and cognitive processes
necessary for, including but not limited to word reading ability, working memory, inference creation,
comprehension monitoring, vocabulary, and prior knowledge. However, classroom observation revealed
that there are frustration level students. This study aimed to help the frustration level students in Grade 10
get the main idea of the selection or paragraphs using the Science Research Associates (SRA) Reading
Lab 2c. Results showed that SRA Reading Lab 2c developed the comprehension, vocabulary fluency,
word analysis and reinforce specific skills.
Keywords: Reading comprehension, SRA Reading Lab 2c

Introduction
The foundation of information acquisition, participation in culture, democracy, and professional
achievement is reading (Castles, Rastle & Nation, 2018). However, reading is a painful, fruitless game of
word calling without comprehension. It is not overstated to suggest that kids' capacity to understand what
they read has a significant impact on their entire life. The main objective of reading comprehension
education is to help students acquire the knowledge, abilities, and experiences they need in order to
become effective and enthusiastic readers (Texas Education Agency, n.d). Poor comprehenders exhibit
difficulties making topic-related inferences, placing words in context, resolving contextual references,
and providing logical answers to inference questions when compared to good comprehenders (Elleman &
Oslund, 2019). Active involvement in today's rapidly changing global society requires reading
comprehension, a hallmark of effective and advanced reading teaching (Brevik, 2019).
The SRA Reading Lab 2c developed by Don H. Parker in 1950 is breaking reading selection into color-
coded leveld. Students began reading at an appropriate reading level and worked upward through
increasingly challenging context. The SRA Reading Lab 2c began with a simple system of components
kept in tomato box. It remains simple but has been updated to include engaging, contemporary literature,
new technology and a host of components that enhance the program’s format.
The main purpose of this study is to determine the effects of SRA Reading Lab 2c on the comprehension
skills (getting the main idea) of grade 10 frustration level students of Bunga National High School.

Review of Related Literature

The research of the past decades suggest that good teaching is probably the best way to help the child in
reading comprehension. The teacher is the key person to recognize that a problem exists. He/She becomes
a focal point in the treatment. The teacher plays a vital role in prevention and in remediation of the
reading problem. The earlier the child is diagnosed and treated, the easier for him/her to catch up (Nation,
2019).
There are several researches that backed up the effectiveness of reading laboratories. The National
Reading Panel fully supports the fundamental concepts and instructional design of SRA’s Reading
Laboratories (Please cite here). The report includes comprehension skills instruction, practice and
strategies found in Reading Laboratories. (There is a comment in page 3 that can be added here re
citation)…

Conceptual Framework

Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching
of reading comprehension through naturalistic classroom observation in English L2. Reading and
writing, 32(9), 2281-2310.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to
expert. Psychological Science in the Public Interest, 19(1), 5-51.
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and
policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.

Nation, K. (2019) Children’s reading difficulties, language, and reflections on the

simple view of reading, Australian Journal of Learning Difficulties, 24:1, 47-
73, DOI: 10.1080/19404158.2019.1609272