CHAPTER 1

Introduction

Reading is a skill that is used in all subject areas and can greatly increase or decrease
a student’s success in the classroom. Reading instruction is an essential part of K-12
education, and we allocate a lot of time and resources to ensure that our students meet grade-
level expectations year after year. Although, it is indicated that many of our students are
reading below grade level. Despite these challenges, educators and schools are making strides
in improving reading performance among students.

There are numerous reading intervention strategies that teachers and anyone
involved can use. Phonics, world analysis and reading aloud are all effective strategies.
While these methods are already in use in our English lessons, they can be tailored
more precisely to meet the requirements of individual students who require assistance
and those who should get these interventions. To help students more comprehensively,
a one-on-one approach can be very useful: guided partner reading, individualized
reading instructions, and dedicated literacy centers in school facilities can be used to
further strengthen these interventions. In addition to these methods, it is also important
to create a positive and supportive reading environment. With multiple reading strategies, we
can comprehend information and use it in real life situations. Reading comprehension
is a crucial skill that allows individuals to get meaning. However, we as people have
different levels of reading comprehension, which is why learning these strategies
contribute in enhancing reading comprehension.

Reading interventions have already been implemented at CINHS, and the

English and Filipino clubs are in charge of carrying out these activities. Although
both parties are involved in implementing this good act, their techniques will differ
because children in this grade have varying levels of ability in both languages. Our
main objective in this thesis is to promote and widen the number of interventions to
help our fellow students in need. Another objective is to identify effective ways to help
individual s and promote literacy. This study aims to determine the varied reading strategies
for reading intervention in English of selected Grade 10 students at CINHS for reading
enhancement.
Background of the Study

Interventions put into place to help students who struggle with reading include
reading intervention strategies. There are many reasons a student may be struggling, but
educators can assist these students in improving their reading skills by employing specific
reading intervention strategies. Students often encounter difficulties with reading because of
difficulty decoding words, poor comprehension skills, and poor reading fluency Based on the
data gathered from our local English club, they observed the behavior of the students during
intervention. The English club treasurer, Hannah states that the students have difficulty in
reading and speaking. They have slow comprehension in English and usually stumble over
their words. Their minds take a while to process and respond to the given learner’s material.
By providing proper instruction, reading intervention helps individuals build necessary skills
to become confident and proficient readers. Our aim is to help students overcome their
difficulties.

The world can be seen through reading. Books, magazines, newspapers, and other
sources can provide people with more knowledge and information through reading. In a
civilized society, reading is an indispensable communication tool and plays a significant role
in the learning process and social interaction. The act of reading involves acquiring
meaning and understanding printed or written material (Finochiaro and Bonomo in Tarigan,
1973:119). Readers with strong comprehension skills can be characterized as
strategic readers, who both consciously and unconsciously use specific strategies to
solve comprehension difficulties and regulate their own reading behavior. 2023). The
remarkable diversity that education accommodates is exemplified by the slow learners in
our student population. Despite being unconventional and winding, their learning
paths are filled with a plethora of experiences, challenges and triumphs. The
term “slow learner is not about a lack of potential, but rather a distinctive approach
to learning. These students, like any other, harbor untapped capabilities and
aspirations, yearning for something foundational to their educational journey:
understanding and support (Afzal, Khan, and Ali, 2021: Naeem, Ali, & Ahmed, 2022).

The reading activity can assist students in expanding their knowledge and becoming
wise and respectful. It is necessary to enhance the reading abilities of students. Teachers are
tasked with developing their skills and abilities. The design of reding class activities should
be aimed at enhancing students abilities to comprehend the more complex content of the
texts. The effectiveness of the teaching learning process and student achievement is
determined by the methods, techniques, and teaching media chosen and used by the teacher.
Since reading comprehension is so important in early childhood education, early reading
intervention is also significant for educators to be mindful of because of the huge impact it
can have on reading fluency down the road. Reading is a complex skill that must be nurtured
and developed. Our programs and solutions provide teachers with research-backed reading
strategies that are proven to increase confidence in the classroom.

Conceptual Framework

The conceptual framework is made up of Independent Variable and Dependent

Variable. The independent variable of this study is varied reading strategies for reading
intervention, and the dependent variable is the reading enhancement and improvement of the
selected Grade 10 learners of Cavinti Integrated National High School.

1.3 Conceptual Framework

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Varied Reading Strategies for

Reading Intervention in terms of:

1. Language Competencies
Reading Enhancement and
1.1 Sight Words
Improvement of the Selected
Vocabulary Development Grade 10 Learners of Cavinti

Spelling Integrated National High School

Noting Details

Cause and Effect

Sequencing Events

Inferencing

Grammar
1.3.1 Research Paradigm

The first column is the independent variable with the varied reading strategies for
reading intervention, which discusses the different language competencies such as sight
words, vocabulary development, spelling, noting details, cause and effect, sequencing events,
inferencing, and grammar, while the second column is the dependent variable that discusses
the reading enhancement and improvement of the selected Grade 10 learners of Cavinti
Integrated National High School.

Statement of the Problem

This study would like to know the effects of the different Varied Reading Strategies
for Reading Intervention in English of Selected Grade 10 Students of CINHS for Reading
Enhancement.

To answer the above cited problem an answer to the following will be sought:

1. What are the varied reading strategies of reading intervention in terms of:

1.1 Language Competencies

2. What are the effects of the varied reading strategies for reading intervention in English of
selected Grade 10 students at CINHS for reading enhancement?

3. Is there any significant effect of varied reading strategies for reading intervention in
English on selected Grade 10 students of CINHS for reading enhancement?

Hypothesis

There is no significant effect on the varied reading strategies for reading intervention
in English of selected Grade 10 students at CINHS for reading enhancement.

Significance of the Study

Students - It will help the students identify effective reading strategies that can
enhance their reading skills and comprehension. Through this study, students will be able to
identify their own strengths and weaknesses in their reading abilities, allowing them to focus
on improving their weaker areas.

Teachers - the findings of this study can be used by teachers to develop new
strategies and approaches to teaching reading.

Future Researchers -it provides an opportunity to explore and understand the

effectiveness of different reading strategies in improving the reading skills of Grade 10
students.

Scope and Limitations

This study focused on identifying and implementing various reading strategies for
reading intervention in English of selected Grade 10 students to enhance their reading skills.
The students were the ones who responded to this study.

Definition of Terms

Reading. It is defined as a cognitive process that involves decoding symbols to arrive at

meaning. Reading is an active process of constructing meanings of words.

Strategies. It is a general plan or set of plans intended to achieve something, especially over
a long period.

Intervention. A set of sequenced and planned actions or events intended to help the
organization increase its effectiveness.

Enhancement. The act of increasing or further improving the good quality, value or status of
somebody/something.

Reading Strategies. The broad term used to describe the planned and explicit actions that
help readers translate print to meaning.

Reading Intervention. A curriculum or set of practices aimed at helping students with

reading disabilities or those with reading difficulties.

Reading Enhancement. The process of improving one’s reading skills, such as fluency,
comprehension, and vocabulary.