IMPACT OF PRE-READING STRATEGIES ON READING COMPREHENSION

AMONG BSED ENGLISH STUDENTS AT GFI

An Action Research
Presented to the Faculty of the College of Education
GENSANTOS FOUNDATION COLLEGE, INC.
General Santos City

In Partial Fulfillment of the

Requirements for the Course
EL 117: Technical Writing

By

DENNIS S. BAAL
ANDRIA J. BOCALI
CANDICE MAE B. CACHO
MARJEAN O. ERIBER
LAARNE P. ESTAÑOL
ARCHE S. LANGOMEZ III
KATRINA S. MASAYA
RAYMART E. OTIVILLADAR
JOHN DANIEL S. SABIDAL
JOHN KENTH D. SALCEDO
ANALYN E. VARGAS

December 2023

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 ABSTRACT

The impact of pre-reading strategies on reading comprehension reveals a

symbiotic relationship where strategic engagement before reading enhances the

cognitive framework, fostering improved comprehension, retention, and critical

analysis of textual information. This symbiosis forms a foundational synergy that

transcends age and proficiency levels, contributing substantively to the development

of effective and adaptive reading skills. The impact of pre-reading strategies on

reading comprehension is well-documented in educational research. Engaging in

activities such as previewing, activating prior knowledge, and setting purposes

before reading has been shown to enhance comprehension. It emphasize the

positive effects of these strategies, highlighting their role in improving overall

understanding, retention, and critical analysis of text. Incorporating pre-reading

techniques proves beneficial for readers of diverse ages and proficiency levels,

providing a foundation for effective comprehension skills (Anderson (1999) and

Pressley et al. (1989)

This study investigates the influence of pre-reading strategies on reading

comprehension among BSED English students at GFI. Through structured analysis

in collecting data, it aims to discern the impact of specific pre-reading techniques on

enhancing students' ability to comprehend textual content. The formulated problems

of this study were (1) What specific pre-reading strategies are most effective in

improving reading comprehension among BSED English at GFI? (2) How does the

implementation of pre-reading strategies impact the reading comprehension skills of

BSED English students at GFI? (3) How do BSED English students at GFI perceive

the usefulness and effectiveness of pre-reading strategies in enhancing their reading

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comprehension? This study was conducted through qualitative research. The

participants of this study were 5 students of BSED-English of GFI. The findings

contribute valuable insights to pedagogical approaches in fostering effective reading

skills within the context of English education such brainstorming, pre-teaching

vocabulary, pre-questioning, and previews.

The empirical evidence from various studies consistently underscores the

positive impact of pre-reading strategies on reading comprehension. Engaging in

activities such as activating prior knowledge, previewing, and setting purposes

before reading serves as a catalyst for enhanced understanding, retention, and

critical analysis of textual content. The benefits extend across diverse demographic

and proficiency levels, establishing a resilient foundation for effective reading skills.

Embracing pre-reading strategies not only facilitates a more profound grasp of

information but also cultivates a lifelong habit of strategic and purposeful reading,

thereby fostering continuous intellectual growth and academic success.

Keywords: pre-reading strategies, reading comprehension, impact

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 Acknowledgement

At the beginning, our profound gratitude ascends to the Almighty God for the

enduring grace that has illuminated our path, the unwavering guidance shaping our

scholarly course, and the steadfast protection that has shielded this research project

throughout its entirety. In humble acknowledgment of divine benevolence, we

embark on this scholarly pursuit with reverence and appreciation.

We, the researcher extending our appreciation to our study supervisor Mr.

Reynaldo C. Colegado Jr., LPT, who guided us not only provided significant advice,

support, and experience but also included invaluable insights that profoundly

influenced the selection and implementation of pre-reading strategies at every stage

of the research process. Additionally, to our evaluator, Ms. Kimberly Dohina, LPT,

that extend her intellectual thinking and time to evaluate our study.

Gratitude is also extended to the committed participants who generously

dedicated their time and shared valuable insights during the implementation of pre-

reading strategies. Their eagerness to engage greatly enhanced the study's validity

and relevance, contributing to a more comprehensive understanding of the impact of

these strategies. Furthermore, we also acknowledge and appreciate the expertise

generously shared by professionals in the respective sector, both through

enlightening interviews and thoughtful email correspondence, which provided

additional context and depth to the research findings.

The collaborative and concerted efforts of all involved, from the study

supervisor to participants, professionals, and personal support networks, have been

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instrumental in the authentic and successful completion of this research project,

shedding light on the significant impact of pre-reading strategies on reading

comprehension among BSED English students at GFI. Lastly, we will express our

deep gratitude to our family members and friends for their consistent support and

understanding during the challenging stages of this research endeavor, including the

implementation and analysis of pre-reading strategies. This research would not have

been possible without the collaborative efforts and commitment of everyone.

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 Context and Rationale

Reading comprehension is a foundational and essential skill that plays a

critical role in academic success and lifelong learning. It is a complex process that

involves the integration and coordination of various abilities, including word decoding

and speech or listening comprehension. Word decoding refers to the capability to

interpret and recognize written words, while speech or listening comprehension

entails understanding the meaning of decoded words when spoken (Chen et al.,

2020).

Furthermore, reading comprehension can be defined as the interactive

process of understanding the meaning of a text or sentence. This process involves

the dynamic interaction between the text and the reader, highlighting the importance

of a reader's engagement with the material (Usman, 2020).

Additionally, a study at Ilami High School explores the influence of pre-

reading

strategies on the reading comprehension performance of students. The study

focuses on the implementation of pre-reading strategies to enhance students'

reading comprehension. It identifies three significant problems that obstruct reading

comprehension: a lack of vocabulary, difficulty in using sign language for meaning,

and a lack of conceptual understanding. To overcome these problems, the study

suggests that pre-reading strategies such as pictorial context, pre-questioning, and

pre-teaching vocabulary can be helpful (Lieber, 2010).

Pre-reading strategies have a positive impact on reading comprehension.

These activities aim to stimulate students' curiosity, trigger their existing knowledge,

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and provide them with the necessary preparation for comprehending potentially

complex concepts and vocabulary (Colorado, 2008). In particular, a study

emphasizes the effectiveness of pre-reading techniques for improving reading

comprehension, especially for narrative texts. The study suggests that pre-reading

activities can help learners become successful readers by providing them with the

necessary background knowledge and skills to comprehend complex texts.

Additionally, the study highlights the importance of pre-reading activities, especially

for narrative texts, as they can improve reading comprehension and overall

academic performance (Dickson, 2022).

Research studies also demonstrate the benefits of pre-reading activities on

reading comprehension performance. A study investigates the effects of pre-reading

activities on learners' motivation and reading comprehension ability. The results

show that the subjects who engage in pre-reading activities are highly motivated and

score significantly higher in reading comprehension. These findings collectively

suggest that pre-reading strategies can be a valuable tool for enhancing students'

reading comprehension skills by familiarizing them with the subject matter,

vocabulary, and structures they may encounter in the text. By equipping students

with the necessary background knowledge and skills, pre-reading activities

contribute to improved reading comp brehension performance (Yeeding, 2007).

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Innovation, Intervention and Strategy

The purpose of the study is to find the influence of pre-reading and reading

comprehension that has an impact on the students. Pre-reading strategies are

especially significant as they help learners prepare to read a text (Armbruster, 2002).

This enables the learners to brainstorm which requires them to list concepts and

phrases that establish links with the teacher's chosen keyword for the brainstorming

session. It could take the form of selecting important phrases or keywords, or it might

be the title of a book or newspaper article (Wallace, 2003).

Previewing involves quickly scanning the text before reading it in-depth. This

strategy helps students gain a general understanding of the content, identify key

headings or subheadings, and activate their prior knowledge. By previewing the text,

students can set a purpose for reading and make predictions about the content

(Pressley & Afflerbach, 1995).

Skimming is a technique where students rpidly read through the text to get an

overall sense of the main ideas and structure. Skimming helps students identify the

main points, key details, and the overll organization of the text. This strategy allows

students to quickly assess the relevance of the text and determine if it aligns with

their reading goals (Rumelhart, 1977).

The KWL (Know-What to Know-Learned) chart is a wisely used pre-reading

strategy. Students fill out the chart by listing what they want to learn, and what they

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have learned after reading. This strategy activates prior knowledge, sets a purpose

for reading, and encourages students to actively engage with the text (Ogle, 1986).

Furthermore, reading comprehension is a critical skill students, and utilizing

effective pre-reading strategies can significantly enhance their comprehension

abilities. By utilizing these innovative interventions, educators can help students

activate prior knowledge, set goals for reading, and develop a deeper understanding

of the text. Incorporating these strategies into classroom instruction can enhance

students’ reading comprehension skills and foster a lifelong love for reading.

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 Action Research Methods

The aim of this study is to investigate the impact of pre-reading strategies on

comprehension among BSED English students at Gensantos Foundation College,

Inc. The researchers will employ action research methods, specifically utilizing a

descriptive-qualitative approach.

In terms of the research design, this study will adopt a single case study

approach. The researchers will randomly select five learners from the BSED English

student population at Gensantos Foundation College, Inc. This focused sample will

allow for an in-depth examination of the research question within a specific context.

The descriptive-qualitative approach will enable the researchers to gather

detailed information about the experiences and perceptions of the selected learners

regarding pre-reading strategies and their impact on comprehension. Through

methods such as interviews, observations, and document analysis, the researchers

will gain a comprehensive understanding of the topic.

By utilizing action research methods and a descriptive-qualitative approach in

a single case study, this research aims to contribute to the existing knowledge on the

effectiveness of pre-reading strategies in enhancing comprehension among BSED

English students at Gensantos Foundation College, Inc. The findings will provide

valuable insights that can inform educational practices and support the improvement

of reading skills in this specific context.

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Action Research Questions

This study aimed to determine the mean of vocabulary size and level of

mastery of the students. Specifically, this study answered the following questions:

1. How do the participants describe the impact of Pre-reading strategies on reading

comprehension?

2. How do the participants cope with the impact of Pre-reading strategies on reading

comprehension?

3. What perceptions could the participants share about the impact of Pre-reading

strategies on reading comprehension?

Participants and/or Sources of Data and Information

The Participants in this study were from Gensantos Foundation College, Inc.

This study targets 5 random learners from BSED- English in pre- reading

comprehension level to enhance their reading skills. This study is also based on

modern research on efficient instructional methods. The goal of this study is to

increase reading and comprehension speed of learners and aiding them to achieve

subject classroom proficiency. The students with poor reading skills will use the

reading materials and books as their peers in the current year. This study will provide

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learners with access to reading aids and assistive systems; reading specialists to

guide the students, and training for teachers.

Data Gathering Method

Upon securing the requisite research authorization from the Subject Instructor

at Gensantos Foundation College, Inc., a formal request has been dispatched to

Gensantos Foundation College, Inc. This collaborative effort aims to facilitate the

administration of in-depth interview questions. The focus of this interview was to

explore the various impact of pre-reading strategies to the students.

To ensure methodological interview, a set of carefully formulated descriptive

questions will serve as the interview framework. Participants’ consent for both

participation and potential recording of the session has been thoughtfully sought

after prior to the interviews.

Following data collection phase, the researchers carefully analyzed the

response of the participants. Through this process, the researcher team aims to

explore the impact of pre-reading strategies on reading comprehension among the

English students.

In summary, this data-gathering methodology stands as a testament to the in-

depth pursuit of exploring the impact of pre-reading strategies on reading

comprehension of the English students.

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Discussion of Results and Reflection

This selected students deals with presentation, analysis, and interpretation of

the data gathered in this study. The various results are presented in the succeeding
tables with corresponding discussions and explanations. It also answers specific
problems stated in the previous chapter.

Table 1. The Thematic Analysis of the student’s experiences when using Pre-

Reading Strategies on their reading comprehension.

Emergent Themes Cluster Themes

The participants…

 mentioned that pre-reading

strategies secure as a substantial Activating Prior Knowledge
enhance of their comprehension
 indicated that by engaging in pre-
reading strategies, activate prior
knowledge and setting a purpose
of reading
 mentioned that it focuses on
activating prior knowledge
 can comprehend by activating
prior knowledge

Improve Vocabulary
The participants…

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  expressed that pre-reading
strategy have a significant impact
on their ability to comprehend
and engage with the text
effectively in improving
vocabulary acquisition, and
increase reading speed and
efficiency.

Table 1 shows of the lived experiences of the participants encountered using

the pre-reading strategies; specifically, the essential themes and core ideas

are presented to describe the findings comprehensively.

Activating Prior Knowledge

The participants mentioned that pre-reading strategies activates prior knowledge of

the students on reading comprehension. They stated:

“The impact of pre-reading strategies is

substantial, enhancing comprehension by activating prior

knowledge, focusing attention, and fostering a deeper

connection with the material.” (P4, Line 1)

“By engaging in pre-reading activities, such as

previewing the text, activating prior knowledge and setting a

purpose of reading...” (P4, Line 1)

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 “Pre-reading strategies help students by giving a

basis for understanding the structure within the context,

focusing on vital areas, and activating existing knowledge.” (P1,

Line 1)

This implies that pre-reading strategies activates prior knowledge that

fostering a deeper connection with the material or content.

Improve Vocabulary

A mentioned that pre-reading strategies improve the vocabulary of the

students on reading comprehension. He stated:

“It also promote critical thinking skills, improve

vocabulary acquisition, and increase reading speed and

efficiency.” (P2, Line 2)

This implies that pre-reading strategy improves the vocabulary have

experienced when using pre-reading strategies and increases the efficiency and

speed in reading.

Table 2. The Thematic Analysis of Student in Coping Pre-reading with the impact of

pre-reading strategies on reading comprehension.

Emergent Themes Cluster Themes

The participants…

 mentioned that the impact of pre-

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 reading strategies navigate by Enhancing Comprehension
consistently integrating and
practicing these techniques into
their reading routines.

Table 2 cope with the impact of pre-reading strategies on reading comprehension of

the students.

Enhance Comprehension

The participants mentioned that pre-reading strategies enhances reading

comprehension of the students. They stated:

“Pre-reading strategies also help me make

predictions and actively engage with the text, which

enhances my comprehension and retention of the

material.” (P3, Line 5)

By consistently practicing pre-reading strategies, it

can enhance our reading comprehension of pre-reading

strategies in a meaningful way. (P2, Line 1)

By applying the strategies that I learn from pre-

reading. (P5, Line 1)

By using the strategies I learned from pre-reading.

(P1, Line 1)

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 This implies that coping the impact of pre-reading strategies on reading

comprehension of the students enhances their reading skills by practicing, applying

and using strategies.

Table 3. The Thematic Analysis of Students perception in pre-reading strategies on

reading comprehension.

Emergent Themes Cluster Themes

The participants…

 mentioned that pre-reading

strategies can effectively Deeper Understanding
deepens the understanding in a
content

The participants…

Positive perceptions of the impact of

 expressed that pre-reading
pre-reading strategies
strategies has positive impact in
reading comprehension by
providing a foundation and
framework.

The participants…
 pre-reading cam change the
reading comprehension that can Changes in reading comprehension
enhance students’ reading skills.

Table 3 shows the perceptions of the teacher in giving pre-reading strategies in

language learning to learners reading comprehension.

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Deeper Understanding
The participants mentioned that the pre-reading strategies deepens the

understanding of the students. They stated:

“They may express increased confidence, better

focus and a deeper understanding of the material.” (P4,

Line 2)

“I feel more confident in my reading skills,

experience increased engagement with the material and

have a deeper understanding of the content.” (P2, Line 2)

This implies that pre-reading strategy deepens the understanding of the

students effectively and making the reading process more engaging and enjoyable.

Positive perceptions of the impact of pre-reading strategies

A participant mentioned that the pre-reading strategies positive perceptions of

the impact of pre-reading strategies of the students on reading comprehension. He
stated:

“That pre-reading strategies can positively

impact reading comprehension by activating prior

knowledge, setting a purpose, and creating a more

focused and engaged reading experience.” (P3, Line 7)

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 This implies that pre-reading strategies has a positive impact on the students

and significantly improve their reading comprehension by providing a foundation by

increasing their confidence in reading.

Changes in Reading Comprehension

A participant mentioned that the pre-reading strategies change the reading

comprehension of the students. He stated:

“There were many views that I could share but one

thing I could say in general could be the changes in

reading comprehension because through pre-reading

students’ skills increase.” (P1, Line 1)

This implies that student perceive pre-reading strategy in reading

comprehension as a tool to provide learners help, improvement and enhance their

reading comprehension. He mentioned that this is vital, important and effective in

reading comprehension.

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Action Plan

Table 4. Proposed Action Plan on The Impact of Pre-reading Strategies on

Reading comprehension among BSED English Students of GFI
Goal: To enhance the reading comprehension through pre-reading strategies in
language learning.
EVIDENCED-BASED OBJECTIVE PERSONS RESOURC TIME- MEASUREM
PRACTICE INVLOVED ES FRAME NT OF
RELATIVE TO PRE- PROGRESS
READING
STRATEGIES
Identify the Pre- To identify the Third year School S. Y. 2023- List of studen
reading strategies students who BSED records 2024
experience pre- students
reading
strategies
Conduct an interview To analyze the Third year Recorded S. Y. 2023- Audio record
to analyze student's student BSED testimonies 2024
perceptions perceptions of students of students
pre-reading
strategies
Determine the To explore the Third year Research S. Y. 2023- Recording
strategies that use in strategies on BSED instrument 2024
pre-reading pre-reading students

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 and reading
comprehension
Create To develop a Third year Research S. Y. 2023- Recommenda
recommendation for recommendatio BSED findings 2024 on paper for
pre-reading strategies ns for pre- students pre-reading
reading and strategies an
reading reading
comprehension comprehensio

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 Letter of Request to Conduct Study
To the School President

December 13, 2023

AMOR IRISH D. LOZANO, CPA, MBA

School President
Gensantos Foundation College, Inc.
General Santos City

Dear Madam:

Greetings of peace and Uswag GFI!

We are the students of Gensantos Foundation College, Inc. General Santos City,
under the Bachelor of Secondary Education Major in English. We will be conducting
study entitled “IMPACT OF PRE-READING STRATEGIES ON READING
COMPREHENSION AMONG BSED ENGLISH STUDENTS AT GENSANTOS
FOUNDATION COLLEGE, INC.”

In connection with this, we would like to ask permission from your good office to
allow us to conduct this study among the third-year BSED ENGLISH students. We
hope for your kind consideration and approval of the success of this study.

Thank you, and God bless!

Truly yours,

The Researcher

Noted by:

REYNALDO JR COLEGADO, LPT

Instructor, College of Teacher Education

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 Letter to the Participants of the Study

December 13, 2023

THE PARTICIPANTS

Dear Sir/Madam:

Greetings of peace and Uswag GFI!

We are the students of Gensantos Foundation College, Inc. General Santos City,
under the Bachelor of Secondary Education Major in English. We will be conducting
study entitled “IMPACT OF PRE-READING STRATEGIES ON READING
COMPREHENSION AMONG BSED ENGLISH STUDENTS AT GENSANTOS
FOUNDATION COLLEGE, INC.”

In order to come up with the data needed for the said study, please read,
comprehend and answer the attach essay test. Please answer comprehensively.
Rest assured that the data will be gathered shall be treated with utmost direction.

Thank you very much for your support and kind consideration with this matter.

Sincerely yours,

The Researcher

Noted by:

REYNALDO JR COLEGADO, LPT

Instructor, College of Teacher Education

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 APPENDIX C

Research Instrument
This study aims to evaluate the impact of pre-reading strategies on reading
comprehension among BSED English Students at GFI. During the interview,
participants has questioned about their perspectives on the subject matter. The
duration of interview procedure is estimated to be 30 minutes.

Demographic Information:
Name (optional): ______________________

Directions: Answer the given questions below honestly.

Preliminary Questions:
1. Do you have any idea about pre-reading strategies?
2. What is your favorite pre-reading strategy, and why do you find it effective or
enjoyable?
3. Do you use it in order to enhance reading comprehension?

MAIN QUESTIONS PROBING QUESTIONS

1. How do you describe the impact of pre-
reading strategy?
2. How do you cope with the impact of pre-
reading strategies on your reading
comprehension?
3. What perceptions could the participants
share about the impact of pre-reading
strategies on reading comprehension?
a. How do you feel pre-reading
strategies have impacted your
engagement in reading?
b. Have you noticed any changes in
your confidence level when it comes
to comprehending and discussing
texts after using pre-reading
strategies? In what way?
c. How has your personal experience
with pre-reading strategies
influenced your ability to cope with
challenging texts in terms of
comprehension?
d. What are your perceptions about
using pre-reading strategies to
enhance reading comprehension,
and have these perceptions evolved
over time?

References
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Chen, X., Liu, X., Ye, Z., & Liu, H. (2020). The relationship between vocabulary
knowledge and reading comprehension: A meta-analysis.

Usman, B. (2020). Reading comprehension: definition, theories and strategies.

Journal of education and practice.

Lieber, J. (2010). The effect of pre-reading strategies on reading comprehension

performance of grade 7 students.

Colorado, M. (2008). The importance of pre-reading strategies. The reading teacher.

Yeeding, P. (2007). The effects of pre-reading activities on EFL learners' reading

comprehension ability and motivation.

Dickson, J. (2022). The impact of pre-reading strategies on reading comprehension

among college students.

Salataki, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2
reading. Reading in a Foreign Language, 14, 1-17.

Wang, J., Spencer, K., Minjie, & Xing, M. (2009). Metacognitive beliefs and strategies
in learning Chinese as a foreign language. System, 37(1), 46-56.

Gagne, R. M. & Briggs, L. J. (1979): Principles of Instructional Design. New York:

Holt, Rinehart, and Winston.

Vygotsky, L.S. (1987). Mind in society: The development of higher psychological

processes. Cambridge, MA: Harvard University Press.

Larson, J & Marsh, J. (2005). Making literacy real: Theories and practices for
learning and teaching. Thousand Oaks, CA: Sage.

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