SQP2RS STRATEGY IN TEACHING READING USING

DIFFERENT TEXT TYPES AMONG GRADE 9

LEARNERS: AN EXPERIMENTAL INQUIRY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 17
Issue 2
Pages: 144-155
Document ID: 2024PEMJ1550
DOI: 10.5281/zenodo.10666433
Manuscript Accepted: 01-20-2024
Psych Educ, 2024, 17(2): 144-155, Document ID:2024PEMJ1550, doi:10.5281/zenodo.10666433, ISSN 2822-4353
Research Article

SQP2RS Strategy in Teaching Reading Using Different Text Types Among Grade 9
Learners: An Experimental Inquiry
Krizia Mae D. Pineda*
For affiliations and correspondence, see the last page.
Abstract
Reading comprehension is an essential ability for language teachers. The study aimed to assess the effectiveness of
the Survey, Question, Predict, Read, Respond and Summarize (SQP2RS) strategy in teaching reading using different
text types among Grade 9 learners at Teresa National High School, Teresa Rizal, Philippines. The study involved 64
Grade 9 students who were exposed to teacher-made authentic materials in narrative, persuasive, descriptive, and
informative text, anchored in the Most Essential Learning Competencies (MELCs). The study found that the SQP2RS
strategy significantly enhanced reading comprehension in various text types, with informative text being the most
effective for readers. Notably, all frustration readers were classified as independent readers after exposure to the
SQP2RS strategy. Particularly effective in enhancing comprehension skills related to persuasive text, the
implementation of SQP2RS demonstrated its potential for tailored application in different text types within the Grade
9 curriculum at Teresa National High School.
Keywords: SQP2RS, reading comprehension, text types, grade 9, Philippines

Introduction
Reading is an important factor in learning, especially during the global pandemic. It's meaningful when accompanied by a desire and
suitable materials. Learning from reading enhances education and is a vital skill for personal growth and achievement.
The Philippines faces challenges in engaging students in reading as English teachers struggle to motivate them. The Philippines
participated in the Program for International Student Assessment (PISA), which ranked 79th in reading and 340th in mathematics,
according to the Organization for Economic Co-operation and Development (OECD). Over 80% of students did not reach a minimum
level of proficiency in reading, with expenditure per student being the lowest among all PISA-participating countries. The Philippines
also ranked low in mathematics and science, with 353 points and 357 points, respectively, against a 489 OECD average.
Reading in English requires a high level of metacognition, enabling successful readers to make predictions, test hypotheses, and
understand text. Less proficient readers focus on word recognition and translation, leading to memorization and fewer higher-order
thinking processes, reducing metacognitively aware reading. Thus, selecting proper reading techniques is critical for learners' reading
performance. Reading strategy utilization has been shown in studies to be an essential determinant of reading achievement (Ghaith &
El-Sanyoura, 2019; Suraprajit, 2019; Guo, 2018; Sariçoban & Behjoo, 2017). Furthermore, most second-language reading researchers
have investigated readers' metacognitive awareness of reading strategies but have given less attention to the relationship between
metacognitive awareness and strategy use (Zhang, 2010).
As a result, teachers should choose relevant texts, activities, and strategies to help students better understand the literature they are
reading. Authentic resources allow students to be scaffolded from classroom reading and related tasks to texts and abilities they will
face once they leave the classroom (Gavell, 2021).
Therefore, an English teacher's fundamental responsibility is to try to teach good reading comprehension. Because teaching-learning
reading is a complicated skill requiring a teacher to have a comprehensive understanding of content and instructional strategies, all
students' future success depends on their ability to become proficient readers. This argument is understandable since reading always
connects with knowledge, thought maturation, innovation, advancement, modernization, and so forth (Hamdan et al., 2010). It can be
said that students need to be actively engaged in reading various texts for multiple purposes to become successful in learning anything.
In its obvious view, Junior High School learners are generally not considered in the preparatory period. Therefore, it is at this grade
level where all the reading skills are expected to have been fully developed from the primary grades to the more shaped intermediate
learners.
Hence, for the school year 2019-2020, Grade 7 has 75.8% of Frustration readers with a total of 666 population, 20.7% Instructional
readers, and 3.5% Independent readers. The 697 Grade 8 has 57.1% Frustration, 20.9% Instructional readers, and 21.9% Independent
readers. Meanwhile, the 774 Grade 9 has 53.6% frustrated, 21.8% instructional, and 24.5% independent readers. Lastly, the 628 Grade
10 has a total percentage of Frustration readers of 30.7%, 40.4% Instructional readers, and 28.8% of independent readers. This proves
that they failed to develop the pre-requisite skills in their primary grades.
Based on the researcher’s experience, knowing that there are even non-readers who are admitted to secondary schools, reading skills
enhancements are highly needed to develop and make teaching and learning more effective. With such methods and strategies, these
deficiencies in students will be fully addressed, which could gradually lead to a better understanding of the diverse skills and concepts

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Research Article

taught to them.
Consequently, it is crucial to adapt the teaching strategies that can enormously be helpful to the academic and effective development
of students' skills.
Echevarria, Vogt, and Short (2004) introduced a model for language teaching called the Sheltered Instruction Observation Protocol
(SIOP Model), which aims to improve the academic success of English language learners. The SQP2RS strategy is one of the “SIOP
model” strategies involving surveying, questioning, predicting, reading, responding, and summarizing. It assists students in
comprehending the reading text and fostering their interaction with the text. This strategy aims to increase students’ engagement with
the text when studying content material. With reading, all the information is available in the text. Using the SQP2RS strategy enhances
the readers’ understanding of this information.
The researcher believed it was imperative to do a research study using the SQP2RS strategy by applying a research approach to the
classroom among Grade 9 learners at Teresa National High School based on the above information. This reading strategy will
effectively cultivate the understanding of students' reading. Students can then understand reading more effectively and can concentrate
on what they are reading and be able to answer the questions raised well.
Research Questions
The main objective of the study was to use the SQP2RS Strategy in Teaching Reading using Different Text Types for Grade 9 learners.
Specifically, this study sought to answer the following questions:

1. What is the level of reading comprehension of the grade 9 learners before and after exposure to the SQP2RS strategy with respect
to the different text types such as narrative text, descriptive text, persuasive text, and informative text?
2. Is there a significant difference in the level of reading comprehension of the grade 9 learners before and after exposure to the SQP2RS
strategy with respect to the different text types?
3. Which among the types of readers does SQP2RS strategy become most effective?
Literature Review
SQP2RS (Survey, Question, Predict, Read, Respond and Summarize) Strategy
Vogt (2002) introduces in her Sheltered Instruction Observation Protocol Model (SIOP Model), together with Echevarria and Short,
the strategy of the SQP2RS in order to help students in adapting a reading strategy that helps them in improving their reading
comprehension. This strategy is based on the SQ3R strategy which is the oldest strategy around as well as the most frequently cited.
Robinson (1970) develops the SQ3R study strategy to improve learning by incorporating higher-level study skills. SQ3R entails five
steps: Survey, Question, Read, Recite, and Review.
English learners need to master English vocabulary, grammar, and the use of English in core content classes to succeed. Ruddel (2008)
emphasizes text comprehension as the most common academic goal of reading. Echevarria et al. (2004) emphasize the importance of
real instruction that guides students' progress, promotes learning, and helps them become better readers and writers. The "SIOP model"
focuses on helping and scaffolding English language learners by providing opportunities for various strategies. Vogt (2002) suggests
the SQP2RS strategy as a crucial method for teaching strategies that enhance reading comprehension and promote thinking skills in
English learners.
Echevarria and Vogt's tenets are crucial in teaching reading using different text types. The study focuses on the SQP2RS Strategy,
which uses six steps regardless of the text type. These skills are crucial for real-world reading, and teachers must assist students in
adapting reading strategies like the SQP2RS, which emphasizes directing students' comprehension of texts. By implementing these
strategies, students can effectively learn and apply these skills in the classroom.
Narrative Text
A narrative is a type of text that is written to amuse and to deal with actual and imaginary vicarious experiences in different ways; a
narrative also deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution
(Pratyasto, 2011). On the other hand, narrative texts have two main types, they are fiction and non-fiction. Fiction is a narrative that
the story is untrue and did not happen in the real world. Fiction includes folktales, fairy tales, myths, and imagined events, while non-
fiction is a narrative in which the story truly occurred. Non-fiction includes factual stories, biographies, and historic events.
Exposing to different texts, most especially the narrative text, helps the readers to comprehend well because a narrative text implies
concrete and valuable context to the readers, which may trigger their prior knowledge and build comprehension.
According to the study by Kamalia (2016), it was found out that the implementation of the different strategies was effective in
improving the students’ reading comprehension, especially in comprehending a narrative text.
Based on other documented research the students receive uneven exposure to different text types. Aside from that, Moss (2008) that

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the students seem to have more opportunities to read narrative texts than other genres.
In addition to this claim, the study of Floyd (2008) was designed to investigate factors that drive the comprehension of texts appropriate
for children in the third grade because these children are entering the period known as fourth-grade. Specifically, he examined the
importance of two reading competencies in the comprehension of informative texts and narrative texts in a diverse group of third-grade
students. The findings support the hypothesis that (a) narrative texts are often comprehended more successfully than informative texts
and (b) reader competencies (word knowledge and decoding skills) have differential importance during the comprehension of texts
from different genres.
Descriptive Text
Several studies have been conducted to determine students' ability and difficulty in writing or reading descriptive texts. Hence,
descriptive text is a written English text in which the writer describes the object. In this text, the object can be concrete or abstract.
Descriptive text is a text containing two components, i.e., identification and description. The identification is to identify the object to
describe while description is to describe the parts, qualities, and characteristics of the parts of the object. The social function of
descriptive text is to describe a particular person, place, or thing.
Keraf (2014) mentions in descriptive writing, the writer transfers the images and the feelings that the writer experienced to the reader.
The writer tries to convey the image, feeling, and experience to readers in order the readers can imagine or as if, they are also engaged
in it. However, students make clear descriptions in order to make the reader imagine the object that is described, such as students
describing their school.
Descriptive text describes sensory experience—how something looks, sounds, and tastes (Kane, 2014). Mostly it is about visual
experience, but the description also deals with other kinds of perception. The purpose of descriptive text is to describe and reveal a
particular person, place, or thing in detail or specifically to make the reader able to visualize the description. It can be concluded that
descriptive text is used to describe everything, which a writer sees in detail.
Persuasive Text
The purpose of a persuasive type of text is to prove, persuade, convince, demonstrate, and defend a point of view, and to make the
reader think like the author. Persuasion is figuring out what you want and why someone else would give it to you and then asking them
as efficiently and successfully as possible (Günay, 2013; Frederick, 2000).
To support this, Kansu's (2015) persuasive text type in the 10th-grade language, it is expressed that the author refers to the examples
and opinions of different people and also periodically repeats some words, word groups or phrases in order to convince, persuade,
illuminate and prevent the reader from moving away from the subject.
Comprehending English Persuasive texts can be learned through reading properly and carefully grabbing ideas, points, and general
feelings that the writer intends to convey. Understanding the contents of a sentence is not simply knowing the meaning of every word
in the text, but also understanding the general content of said English text. The students’ ability to comprehend English texts can be
properly detected through continuous evaluation of their studies.
Informative Text
The NAGB (2008) defines informative texts as—exposition, argumentation, persuasive text, procedural text, and documents that
present information, provide explanations and definitions, and compare and contrast to a certain topic or subject.
Moreover, in the study of Sulak 2017, according to the results of the research, the reading comprehension skills of the students who
learned the informative texts through effective strategies developed positively.
Based on other documented research, students receive uneven exposure to different types of text, most especially informative text.
Duke (2000) found that students in lower years spent less than four minutes per day, on average, with informative texts.
On the other hand, Moss (2008) discovered that only 40% of the passages in two widely adopted reading anthologies were
informational, resulting in students with extensive knowledge about narrative texts remaining their knowledge more limited in
informative texts.
These findings show similarity with the findings of the researchers who have taught informative text structures through various
strategies (Baştuğ & Keskin, 2011; Dreher & Gray, 2009; Hall et al., 2005; Hoffman, 2010; Mcginley, 2008; Newman, 2007; Nubla-
Kung, 2008; Özmen, 2011; Reutzel et al., 2009; Stagliano & Boon, 2009; Williams, 2005; Williams, 2008).
Reading Comprehension
Smith and Robinson, in Dirham (2011) states that reading comprehension means that understanding, evaluating, and utilizing the
information and ideas gained through an interaction between an author and a reader in which the written language becomes through
the medium of print.

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This reading comprehension strategy is designed to help students become more active readers by actively constructing meaning
internally from interacting with the material that is read. This strategy is part of a larger strategy intended to help students complete
their comprehension assignments accurately and on time.
By looking over these definitions above, it can be concluded that reading is an active process where the readers try to gain the
information given by the author and understand what actually the purpose of the author is. Reinking and Scenery in Dirham (2011)
states that reading comprehension understanding is what has been read. It is an active thinking process that depends not only on
comprehension skills but also on the students' experience and prior knowledge comprehension involves understanding vocabulary.
Seeing the relationship between words and contact, making judgments, and evaluating based on the definitive above, we may conclude
that reading comprehension is a language between an author and a reader in which the writer's language becomes the medium that
causes the dialogue.
To confirm this, the results in the study of Esra 2018, Reading Comprehension Skills in Terms of the Sentiments Given in Reading
Texts, that there are levels of reading comprehension in terms of in-depth and superficial reading comprehension, In-depth
comprehension items were based on the questions that were not easily answered and needed to get a logical understanding for the text.
Superficial comprehension items were generally based on the easily answered questions and actions or information stated directly in
the text. Based on the results, it was found that the score of superficial comprehension (X=7.58) was higher than the score of in-depth
comprehension skills (X=4.03). As for in-depth comprehension, it was observed that students were generally at a frustration level. In
superficial comprehension skills, 36 of 387 students (9.3%) were at an independent level; 259 of them (66.9%) were at instructional
level and 92 of them (23.8%) were at frustration level. According to this result, it was stated that students had problems answering the
questions based on the superficial comprehension skill. Even if the items in this category were based on the actions directly given in
the text; the students had problems answering them. For the in-depth comprehension skills, 384 of the students (99.2%) were in
frustration level and 3 of them (.8%) were in instructional level. This result indicated that students had problems with in-depth reading
comprehension skills, and they could not easily answer the question in this category.
Methodology
Research Design
Specifically, the study utilized the experimental design to discern the effect of the SQP2RS strategy in teaching reading. According to
Ary (2006), experimental design enables researchers to estimate an experimental treatment's effect. This design aims to test the
effectiveness of an intervention.
The validated researcher-made reading texts and reading comprehension questions were used to determine the respondents’ maximum
comprehension in the reading texts, correctly answer the given questions, and determine the effect of the SQP2RS strategy on the
reading comprehension of the Grade 9 learners.
The experimental design is auspicious for this study to investigate the effectiveness of the SQP2RS strategy in teaching reading using
different text types. Therefore, the researcher has used this design to study the impact of the reading strategy—SQP2RS.
Participants
The 64 Grade 9 learners, specifically from the heterogeneous groups, were used as respondents and chosen through purposive sampling
based on zoning (the barangay where they belonged to) and the result of the summative test conducted at the start of the school year.
They were chosen since the purpose of the study is to develop reading comprehension skills specifically in different text types for
Grade 9 learners who had low scores in summative tests. They were the Grade 8 learners last school year who had the utmost number
of Frustration readers based on the PHIL-IRI result, and they were in the best position to provide the needed data to complete the study
since they were also near at the researcher’s locale. The purpose of this was to distribute the materials easily and to retrieve their answer
sheets.
These Grade 9 learners can respond to the research instruments and can provide more accurate data; thus, the teacher factor was
eliminated in this study. This was conducted in three sections which the researcher handled. These sections were given a pretest before
conducting the study. After this, they were given a posttest to determine how effective the use of the SQP2RS strategy was in teaching
reading using the different text types.
Procedure
Three sources of data were utilized by the researcher. The primary data was the result of the summative test of the students. The
summative test was parallel to the standardized Philippine Informal Reading Inventory Test (PHIL-IRI).
The next source of data would be the pilot test intended for Grade 10 learners with 100 items, which were subjected to item analysis
to determine the retained, revised, and rejected items. Item analysis which served as another valuable instrument in the study.
After determining the retained items, the pretest and posttest were made. It consisted of 56 items, and these were given to Grade 9
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learners since they were the respondents of the study. The pretest and posttest results gave significant data that helped determine the
effectiveness of the strategy.
The researcher developed reading selections based on the different text types namely: narrative text, descriptive text, informative text,
and persuasive text which is also based on the Most Essential Competencies (MELCs) and texts with culturally relevant, age-
appropriate, and selected. The reading text was tested through the Flesh-Kincaid readability test. This is an online site that identifies
the difficulty of the text. All the given texts were under the 7th-10th grade with 60.00 – 90.00 scores, the result stated that the texts
were fairly easy, plain English, conversational English, easily understood by the 11–15-year-old students. Then, based on reading
selections, seven (7) questions were formed and subject to item analysis. Next, was the crafting of a video for SQP2RS, the video
shows the step-by-step procedure on how to use SQP2RS strategy before, while and after reading the selection. It also has meanings,
suggested activities and examples for them to easily follow the strategy. The reading selections and the video were validated by a set
of experts. The material was focused on the level of the students and comprehension skills. The developed reading materials and the
video was also used for the pretest and posttest.
With that, the 64 Grade 9 learners specifically from the heterogeneous groups used as respondents, and chosen through purposive
sampling based on zoning (the barangay they belonged to), and the result of the summative test conducted at the start of the school
year. Moreover, these are the students who are under the K to 12 Basic Education Curriculum, and under the Modular Distance
Learning.
At first, the majority of students said they couldn't get online. According to the survey, only 42.3% students, or 93 out of 220 enrolled
in Teresa NHS, did not have a reliable internet connection. This made the researcher worried about the respondents' online learning
participation. A technical application such as Google Meet and Messenger (an instant messaging application) were chosen to solve this
issue. The Messenger Group chat could cope with poor internet connectivity as a learning platform. Students may create online
discussion groups using this platform. Students who have access to the internet may also use a remote assistant to support and guide
their classmates.
The study undertook several procedures. First, the researcher conducted an orientation to parents and students during the first Parent-
Teacher Conference via Google Meet. Aside from the orientation about distance learning, the orientation focused also on the objective
of the study, where this study gives them specific ideas of how to improve upon their child’s reading performance. The PHIL-IRI
results last school year was also revealed to the parents for them to be fully aware of the status of the reading comprehension. Thus,
during the orientation, the students were highly encouraged to participate well in the said activity with the guidance and monitoring of
their parents at home. This is to be sure that the students are the one who answer and do the assigned activities to them.
Next was the construction of the summative test. The researcher adapted the principles of the test construction in the standardized Phil-
IRI test for secondary students. The teacher-made test was subjected for content validation.
After the researcher acquired the result of the summative test using the Rank of Skills to determine the least mastered competencies of
the learners, a pilot test was constructed then the pilot test undertook face validation through expertise of the experts in the field of
English. This pilot test was utilized and intended for Grade 10 learners. After the content validation and test procedure were done next
was the item analysis.
Following was the construction of the pretest. The researcher adapted the principles of the test construction in the standardized Phil-
IRI test for secondary students. At that time, the construction of the developed reading materials for narrative text, descriptive text,
informative text and persuasive text, which was adapted but with additional features that will be needed for the SQP2RS strategy. It
was composed of two parts: first the reading selection and second was the set of comprehension questions. Then the pretest undertaken
face validation through expertise of the experts in the field of English. Revisions were then made based on the valuable suggestions
and recommendations of the evaluators.
Once the materials were all gathered and the researcher-made test, questionnaire and teaching materials were already validated. In the
selection of the respondents, they were chosen for purposive sampling, then the researcher administered the pretest to them.
The next procedure was to use the pretest to all the respondents of the study who were the Grade 9 learners of Teresa National High
School. The researcher administered the pretest to the students. Since, school year 2020-2021 was facing a pandemic, COVID-19,
classes were in two distance learning modes, Modular and Online Distance Learning. The researcher exerted efforts in distributing the
materials to the respondents via their respective kiosk, where they can get and submit their outputs and modules. After the distribution
pace, the researcher provided instructions through Google Classroom and/or Messenger Group Chat. The researcher gave learners
ample time to read the text. After this, the researcher guided the learners in answering the comprehension questions. Each text type
was distributed one at a time, one text type per week. Then, the results were evaluated, computed, and interpreted.
The respondents were exposed then to SQP2RS strategy during the English class for the whole month of October to November. This
was the procedure of the reading strategy—SQP2RS, first the Survey, the teacher leads students through whatever text is to be read by
modeling their own thinking process, then Question where students with the teacher’s guidance generate questions that can be expected
to answer from the text. Next, Predict, students build on the questions previously generated. Then, R for Read, in this step students

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may read independently, in pairs, or in small groups. The reading should be geared toward answering the questions and confirming or
disconfirming the predictions. Afterwards, R for Respond where students answer the questions, this can be done by directing students
to the questions and predictions generated earlier and look to see which have been answered or met, lastly, Summarize, in pairs or
groups, students summarize the text’s key concepts, using key vocabulary. Students are provided with wait time during which they
interact among themselves and come up with the main concepts, using the key vocabulary given in the text.
After the exposure to SQP2RS strategy in reading, the respondents were guided in the posttest wherein the researcher uploaded a video
file about the step-by-step procedure of SQP2RS strategy in the Google Classroom and Messenger Group Chat.
Focus Group Discussion (FGD) in a form of a structured interview via Google Meet and Messenger Group chat was also conducted
with the respondents to discuss in-depth how they perceive the reading strategy—SQP2RS and also to know the participant’s
perceptions, knowledge, experiences and the impact and importance of the developed reading materials to them and the use of SQP2RS
towards the reading strategy and the different text types.
Lastly, the researcher gathered, compiled, and compared the general results of the pretest and the posttest in different text types to
know how the SQP2RS strategy improved their reading skills after exposing the developed materials.
Results and Discussion
Table 1 presents the level of reading comprehension of the Grade 9 learners before and after exposure to the SQP2RS strategy with
respect to the different text types.
Table 1. Level of Reading Comprehension of the Grade 9 Learners Before and After Exposure to SQP2RS Strategy with Respect to
Different Text Types
Before After
Text Types
Mean Sd VI Mean Sd VI
Narrative Text 4.64 2.67 FRUS 12.97 2.08 IND
Descriptive Text 2.92 2.44 FRUS 12.30 2.72 IND
Persuasive Text 5.83 3.32 INS 13.28 1.58 IND
Informative Text 2.97 2.96 FRUS 13.05 2.07 IND
Grand Total 16.36 10.21 FRUS 51.59 7.54 IND
Legend: IND - Independent INS - Instructional FRUS – Frustration
It can be gleaned on the table that before and after the exposure to SQP2RS strategy using Narrative Text has improved from Frustration
(FRUS) to Independent (IND), with 4.64 to 12.97 mean score. Likewise, Descriptive Text has improved from Frustration (FRUS) to
Independent (IND), with 2.92 to 12.30 Mean Score based on the result. The result also revealed that there was a progress in Persuasive
Text which was from Instructional (INS) to Independent (IND), with 5.83 to 13.28 Mean Score.
Furthermore, for Informative Text, the result improved from Frustration (FRUS) to Independent (IND) with 2.97 to 13.05 Mean Score.
The result implies that learners craved materials that enhance their reading skills, specifically those which are informative, timely, and
relevant to their interests.
Gistarea (2013) emphasized similar findings stating that the success of any learning process depends largely on the instructional
materials, hence, the very influence of SQP2RS strategy.
On the other hand, the posttest result supports the study of Baier (2015) that the learners who used reading strategies while reading
demonstrated strong reading comprehension skills. Also, learners with strong reading comprehension skills often performed better on
comprehension tests, getting high scores.
Furthermore, as clearly shown in the table, among the four text types, Descriptive text has the lowest Mean Score (12.30), followed by
Narrative, Informative, and lastly the highest is Persuasive Text with a 13.28 Mean Score.
To elaborate the findings of this paper, descriptive texts which fall into fiction genres, like novels, fantasy, action-adventure, etc.
composed of arduous vocabularies, figurative languages, and even idiomatic expressions; thus, these learners find it difficult in
understanding the descriptive text due to the fact that once they are exposed to descriptor words and or highfalutin words, makes use
of figurative languages such as analogies, similes and metaphors, specific adjectives and nouns and strong action verbs to help paint
the picture in the reader's mind and uses precise language, they can’t understand a certain sentence or even paragraph. These might not
attract their interest and their time during the pandemic.
Another possible explanation for the lack of improvement in descriptive text for the learners would be the complexity of the skill and
its acquisition. In descriptive text it requires a strong summarization for you to impart the story itself to others.
From the related studies, it can be inferred that descriptive text cannot be learned in one sitting, especially for younger learners. It is a
complex process that requires a more mature and critical level of thinking as well as more time to acquire and master.
As the Narrative text was following the Descriptive text as the least mean score, this points out that being ‘used’ to narrative texts, they
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lose their interest in reading intentionally. Aside from that, this type of text is merely given to the learners in their reading class during
the face-to-face class, this was evident in their textbooks, reading materials for intervention—the PHIL-IRI, and with that, this type of
learners might get fed up and uninterested in reading this text. The needs of literacy and numeracy have evolved, however literacy
instruction withinside the Philippines nevertheless revolves around narrative especially, in elementary school classes, informative texts
are ignored, and narrative is emphasized in the examination test, where in fact merely informative text for taking the international
exam.
Contrary to that, Gen-Zs are engaged in reading texts that they can gain information specifically on things that are related to pandemic
and enhanced community quarantine knowledge. Moreover, lockdown placed the educational system in online learning where students
are exposed and obliged to read informative texts, rather than to read narrative texts during pandemic. People are forced to adapt their
lifestyles during times of crisis. How we consume media, especially how we read, was one of the first and most visible changes seen
during the COVID-19 lockdown.
During the pandemic, people spent more time online reading news stories than usual. This was largely attributed to getting more free
time as a result of not having to commute, or not having the regular social responsibilities or leisure activities, and, of course, because
they are worried about the spread of COVID-19.
The sudden interest in something virus-related provides people with an avenue through which they can process what's going on. Many
people used the lockdown as an opportunity to learn about topics they wouldn't normally have time or motivation to learn about (such
as the government's response to the pandemic) or to fill in information gaps (police brutality and government discrepancies, for
example).
According to researchers, when reading informative text, teachers and students, concentrate more on vocabulary and literacy concepts
than when reading narrative text. Reading and listening to informative texts can improve students' knowledge through the use of their
prior knowledge. Acquiring this prior knowledge can help readers understand other texts. Informational texts can be particularly
suitable to improve the students' word knowledge especially well-suited to improving students' word awareness.
Visual literacy in informative texts can be developed by learning to read diagrams, charts, and other graphical devices that are often
used in informative text. As such, the observation for the result for Persuasive Text, which has the highest mean ranking, was that this
generation (Gen-Z) appears to engage in different trending topics or current events on the internet without understanding or recognizing
if the article or text is true or false news. They have a lot of power over what's famous during this pandemic.
Today, data show that keeping up with news and current affairs on social media is the biggest reason for logging in globally, with 36%.
This is consistent across all age groups except Gen Z, who are more likely to go on social media for entertainment and to fill up spare
time. Since these students (Gen-Z) are more likely to use social media to seek entertainment, some social media posts and blogs are
more focused on persuading readers. As a result, words and lies they read on social media easily convince and influence them.
According to Mani & Ackermann (2018) several factors play a role in individual differences, and much research has looked at how
much learning about specific objects or situations is affected by the child's interest in those objects or situations. This means that if
they read convincing or persuasive texts, they are more likely to comprehend based on the sense in which they want to believe, just
pass on the materials they see on social media; they just pass it on without thinking. There is no process for verifying information and
that leads to misinformation. If the subject at hand is a scientific one, text remains the primary medium for communicating messages
intended to change information or beliefs. Arguments, which are causal explanations that collectively shape the argument framework,
are at the core of persuasive texts. The ability of readers to be convinced by textual content may be due to their thinking nature for
argumentation. Evidence also indicates that the degree to which readers are convinced and or influenced is affected by the combination
of readers' "beliefs about" and "knowledge of", as well as the type of text they read.
Significant Difference on the Level of Reading Comprehension of the Grade 9 Learners Before and After Exposure to SQP2RS
Strategy with Respect to the Different Text Types

Table 2 displays the significant difference on the level of reading comprehension of the Grade 9 learners before and after exposure to
SQP2RS strategy with respect to the different text types.
Table 2. Significant Difference on the Level of Reading Comprehension of the Grade 9 Learners Before and After Exposure to SQP2RS
Strategy with Respect to the Different Text Types
Text Types Mean Sd Mean Diff t df Sig HO VI
Before 4.64 2.67
Narrative Text 8.33 21.99 63 .000 R S
After 12.97 2.08
Before 2.92 2.44
Descriptive Text 9.38 23.66 63 .000 R S
After 12.30 2.72
Before 5.83 3.32
Persuasive Text 7.45 16.10 63 .000 R S
After 13.28 1.58
Informative Text Before 2.97 2.96 10.08 25.17 63 .000 R S

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After 13.05 2.07

Before 16.36 10.21
Grand Mean 35.23 24.93 63 .000 R S
After 51.59 7.54

Results show that the p-value (0.000) is lower than 0.05. It can be concluded that there is a significant difference on the level of Reading
Comprehension of the grade 9 learners before and after exposure to SQP2RS strategy in teaching reading using the different text types,
namely: Narrative text, Descriptive Text, Persuasive Text and Informative Text. After exposure to SQP2RS Strategy is significantly
higher than before exposure to SQP2RS Strategy.
The before and after results of the researcher-made reading comprehension addressed the research question of whether there was a
substantial difference between before and after exposure to SQP2RS strategy of the learners across the use of different text types.
Broadly, it was discovered that the SQP2RS strategy significantly improved reading comprehension.
Although the SQP2RS strategy had a minor effect on Persuasive Text, it was clear that there were notable internal changes in the
learners for the particular skills under the frustration level, as seen in the table above.
It also mentioned that there is a noticeable change in the narrative text, which is most likely due to its low level of difficulty and the
learners tend to have easier comprehension of a narrative when the facts are explicitly stated. This finding should not be surprising
because these types of students were exposed to narrative texts since the given National and school exams are merely on narrative text.
Aside from that, the books given to them are more on narrative texts, literature and the like.
On the other hand, there was a considerable improvement in the evaluative reading abilities of the informative and descriptive texts.
These findings may be clarified by the learners' in-depth processing as a result of the interactive exchange of ideas during the SQP2RS
peer-led discussions.
Several studies have shown that deviating from the traditional lecture will improve students' reading comprehension at the evaluative
stage.
This is supported by Ari (2014), when the results were examined, a significant difference was found in favor of the experimental group,
where reading strategies were implemented. According to the post-test results of the study implementing the SQ3R technique with the
SQ3R (Survey, Question, Read, Recite, Review) strategy performed by the group that studied using the SQ3R technique was found to
have higher performance. Nonetheless, the researchers' goals were met after reviewing the findings of the SQP2RS, which showed
general progress as well.
Moreover, Ida (2010) that there is a significant mean difference between the experimental and the control group due to the use of the
SQP2RS strategy. This investigated the SQ3R which is a strategy that the SQP2RS relied on, all of them indicated that the SQ3R
significantly improves students reading comprehension and students’ achievement, and they provided students with structured reading
techniques which could lead them to comprehend the texts better.
One of the noteworthy results of this result is that educators can promote higher order thinking skills by having activities that go beyond
simple decoding, such as interpersonal discussions. Due to this matter, group discussions provide avenues for (1) explanation, (2)
logical inference, (3) debates to elaborate student understanding of reading materials, and (4) making ideas concrete and are, thus,
crucial for reading comprehension beyond the text.
Due to the SQP2RS strategy, there is a substantial difference in the study using the different text types. This study looked into the
SQP2RS strategy and found that it greatly increases student’s reading comprehension as well as providing students with standardized
reading text and strategies that could help them better comprehend the text.
From the aforementioned, it can be inferred that the use of teacher-made reading materials prior to the use of learners' reading skills,
as well as the SQP2RS strategy, may have been a factor in the substantial improvement in teaching reading to Grade 9 learners.
Effect of SQP2RS Strategy to the Type of Readers with Respect to Narrative Text, Descriptive Text, Persuasive Text and
Informative Text
The result indicates that before exposure to SQP2RS strategy using the Narrative text the respondents found difficulties in
comprehending the text with respect to the highest percentage for frustration readers with 55 out of 64 or 85.94%.
Table 3. Effect of SQP2RS Strategy to the Type of Readers with Respect to Narrative Text
Before Exposure After Exposure
Type of Readers
f % f %
Frustration 55 85.94% 3 4.69%
Instructional 9 14.06% 4 6.25%
Independent 0 0% 57 89.06%
Total 64 100% 64 100%
Then, after being trained using the SQP2RS reading strategy, the 55 frustration readers developed their reading comprehension as the
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result obtained 89.06% for independent readers, meaning that 57 out of 64 became independent readers especially in narrative text.
The result of the findings on the use of SQP2RS strategy in the Narrative text signifies increase and effectiveness for frustration readers
during the administering of posttest. This is perhaps that the teacher after knowing the result of the learners’ test before exposure to
SQP2RS, she implemented and used the SQP2RS strategy in teaching reading using the Narrative Text to replace the traditional way
of assessing the reading comprehension, which is the use of the SQP2RS strategy.
The findings of the study affirmed the findings of Joseph (2008) that supports reading strategy. The reading strategy must be efficient
and effective at achieving students’ reading goals. In other words, progress should be monitored to demonstrate an increase in
performance over the course of the intervention. The model should match instruction to meet student needs.
Table 4. Effect of SQP2RS Strategy to the Type of Readers with Respect to Descriptive Text
Before Exposure After Exposure
Type of Readers
f % f %
Frustration 60 93.75% 5 7.81%
Instructional 3 4.69% 10 15.63%
Independent 1 1.56% 49 76.56%
Total 64 100% 64 100%
It can be that the respondents had found serious difficulties in reading descriptive text as revealed in the before exposure to SQP2RS
with 93.75% frustration readers. In contrast to that, after being exposed to SQP2RS strategy, the respondents improved as they attained
76.56% for independent readers and 15.53% for instructional readers.
It points toward the findings that once learners were exposed to capture events through descriptive writing, they learned to pay close
attention to details by using their senses.Learners find descriptive expressions from the text that speaks to their senses. Guiding students
to visualize as they read gives them confidence; it also helps them learn to think as they read.
Talking about learners’ visualizations and personal memories allows them to discover and share what was meaningful to them from
the text. Meanwhile, the text has become significant to them, as their background experiences have been activated.
In addition, the findings of the study affirm the findings of Aycin (2009) that the different technique significantly improved the reading
comprehension skill. It can be said that various strategies or techniques implemented during the teaching-learning process contribute
to the reading comprehension skill and academic success.
Table 5. Effect of SQP2RS Strategy to the Type of Readers with Respect to Persuasive Text
Before Exposure After Exposure
Type of Readers
f % f %
Frustration 47 73.44% 1 1.56%
Instructional 11 17.19% 5 7.81%
Independent 6 9.38% 58 90.63%
Total 64 100% 64 100%
The study came up with the findings presented in table 5 which indicated that in persuasive text, before exposure to SQP2RS strategy
there were 47 or 73.44% were classified as frustration readers.
The results on the use of SQP2RS strategy in the persuasive text suggest an improvement and effectiveness for frustration readers after
exposure to SQP2RS. Since there were 58 or 90.63% who became independent readers after exposure to SQP2RS.
In SQP2RS strategy, the students learned to filter words in their own reading time which affected their logical thinking and eventually
cohesion in their reading skills.
The result of this was congruent to the result of Hadi (2012) that the mean of students’ comprehension of persuasive text taught by
using reading strategy is 69.83, it was concluded that the reading comprehension of the students was categorized as Good.
Table 6. Effect of SQP2RS Strategy to the Type of Readers with Respect to Informative Text
Before Exposure After Exposure
Type of Readers
f % f %
Frustration 58 90.63% 2 3.13%
Instructional 5 7.81% 5 7.81%
Independent 1 1.56% 57 89.06%
Total 64 100% 64 100%
It was revealed that during before exposure to SQP2RS using the Informative text, 90.63% of the total population were classified as
frustration readers.
The findings on the usage of SQP2RS strategy in the Informative text indicate an improvement in efficacy and efficiency for Frustration
readers after exposure to SQP2RS. Since there were 58 frustration readers and 57 of them were listed as independent readers or 89.06%
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during the posttest.

According to the results of the study, reading comprehension skills of the students who learned the informative texts through the
effective strategies developed in a positive way. These findings show similarity with the findings of the researchers who have taught
informative text structures through various strategies.
In the teaching of informative text through SQP2RS strategy, learning the structure of a text is the first stage. In the following stage,
readers should choose important ideas given in the text and associate them with each other (Gunning, 2005).
At this stage of the research, activities that would help students to plan between the important ideas given in the text were used. With
the help of these activities, students could organize supporting ideas and could more easily and systematically identify the main idea
of the text, topic, and the aim of the writer.
In conclusion, both in their input and output processes, students are metacognitively, cognitively, and socially active during the process
of SQP2RS strategy. The researcher sees the learners’ self-monitoring at times, such as correcting their speech for consistency in
grammar and content terms, and at other times, they are preoccupied with taking notes. Taking notes, underlining key concept phrases,
writing down main concepts, and deliberately making associations are all good ways to get started between what they've read and what
they've seen in life, and talking with their partner; their critical thought at other times over the texts they've been enjoying. Using
SQP2RS strategy aids teachers in promoting their reading lessons, as well as students in improving their reading comprehension skills
and assisting them in ways of expressing meanings from text and their reading skills through a variety of languages.
The findings of this study indicated that there’s an issue regarding the comprehension skills of the learners; this is not simply about the
reading strategy—SQP2RS used in the study and the developed reading materials, but this came up to realization that the education
sectors can have steps on how to improve the reading skills of the learners. The reading comprehension among Filipino learners must
be uplifted and intensified so as we participate again in an international examination in the next three to four years, there would be a
rise in the result. Nevertheless, this strategy isn't always sufficient to become aware of if this really advanced their reading
comprehension, there are probably feasible factors, and this should be needed for further study. Since we're in a new normal of
education, all of the educators and researchers are experimenting with what will be the exceptional best for all, since this new normal
education is all ‘new’ to all of us.
Conclusion
Based on the comprehensive analysis of the major findings, several inferential conclusions have been derived from the study. Firstly,
the implementation of the SQP2RS (Survey, Question, Predict, Read, Response, and Summary) methodology was observed to elevate
the reading skills of Grade 9 learners, transforming them from frustrated readers to independent readers. Nonetheless, it was
acknowledged that relying solely on this strategy may not be sufficient to conclusively determine the extent of learners' development
in reading comprehension. Hence, the study recommends further research to explore potential contributing factors.
Furthermore, the examination of informative texts in the Philippines revealed a significant evolution across the four text types,
attributable to the abundance of online information. Concurrently, peer-group discussions emerged as a valuable factor in enhancing
learners' comprehension of reading texts. These discussions, marked by interactive exchanges of ideas, facilitated in-depth processing,
especially when employing the SQP2RS methodology in a peer-led format with the involvement of peers or parents. Respondents
exhibited increased engagement in visual tasks, indicating the efficacy of this collaborative approach.
Finally, the reception of developed reading texts, particularly those of an informative nature, was positively influenced by learners'
reading abilities and interests. This holistic perspective underscores the multifaceted elements that contribute to the improvement of
reading skills, emphasizing the need for a comprehensive approach in future educational strategies.
In light of the discerned findings and drawn conclusions, the ensuing recommendations chart a course for future directions: Firstly,
language teachers are urged to engage in reflective teaching, utilizing insights from international examinations like PISA to refine
instruction and cater to the specific reading comprehension needs of students. Collaboration within the education sector is encouraged
to enhance local interventions with an international perspective, developing materials that emphasize informative texts. These materials
should feature personal notes, be localized, contextualized, and regionalized, aligning with the linguistic diversity of the Philippines,
focusing on figures, data, factual information, research, and a formal style for better understanding.
Continuous monitoring of classroom instruction, emphasizing comprehension strategies over rote memorization, is advised. Teachers
should pay particular attention to weak areas such as understanding, inferring relationships, synthesizing, and organizing ideas,
fostering critical thinking skills. Recognizing the online environment as a valuable resource for 21st-century learners, language teachers
are encouraged to explore multimedia content with high accessibility.
Schools should establish libraries as true learning centers, providing narrative and expository texts, and teachers should be made aware
that reading is not merely about events but involves processing information, fact-checking, and interpreting graphs. All teachers are
underscored as reading teachers, with literacy instruction being the responsibility of all subject areas, considering its universal impact
on academic performance.

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Parental involvement is crucial, with guardians guiding children in choosing printed and digital texts. Addressing the impact of social
media and the internet on reading habits, materials and references should align with curriculum standards, promoting critical evaluation
of information. Further research, encompassing larger populations, is recommended to generalize results and address recurring reading-
related issues. In concert with efforts from the academic community and home, the collaboration aims to empower Filipino children
with the ability to read and understand the world.
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Affiliations and Corresponding Information
Krizia Mae D. Pineda
Teresa National High School
Department of Education – Philippines

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