Theoretical Framewor1

Reading comprehension and reading strategies

CHAPTER ONE

INTRODUCTION

Background of the tud!

Do students fully understand what they are reading? Are they able to express verbally or writte written n commun communicatio ication n what they have read? Professional teachers need to guide students to become independent and effective in our fast-paced, fastgrowing growin g society. To do this we need to start with the basic sil s ill l

that th at

is

used us ed

thro th roug ugho hout ut

life li fe! !

and an d

that th at

sil s ill l

is

reading comprehension.

"eading comprehension is a sill that is critical in the educational success of all individuals. #ithout ade$uate reading comprehension sill, students can struggle in many sub%ects& areas. "eading comprehension is an important sill needed for all areas of school.

'ducato 'duc ators rs

need nee d

to

provid pro vide e

instru ins tructio ction n

to

studen stu dents ts

in

elementary and %unior high school to improve their reading and an d

compr com preh ehen ensi sion on

school.

(ne

can

abil ab iliti ities es onl on ly

befo be fore re

assert

reach re achin ing g

that

seni se nior or

improvin ing g

high hi gh

rea ead ding

comprehension sills in younger people will improve literacy rates as time progress.

"eading comprehension is a ey to increasing reading scores.

)olving

problems,

preparing

for

college

and

illiteracy are very credible reasons for the improvement of reading comprehension sills.

This study will be conducted to determine if there is a difference reading

between

comprehension

reading scores

comprehension prior

to

strategy

instruction

and

of

the

self-$uestioning reading comprehension strategy and reading comprehension

scores

after

instruction

of

the

self-

$uestioning reading comprehension strategies for grade eight students

at

*.

Dominice

+ational

igh

)chool,

ugo,

ondragon, +orthern )amar. There are many positive results that

can

come

to

this

study.

"eaders

of

observe the self-$uestioning comprehension.

tatement of the Pro"#em 

This study will see to analy/e

the

study

will

THEORETICA$ %RA&E'OR( 

The main purpose for reading is to comprehend the ideas in

the

material.

#ithout

comprehension,

reading

would

be

empty and meaningless. Providing a basis for this study is the existing theory by Thomas 0. 0unning, the chema Theor!) 0unning 123345 defines a schema as the organi/ed nowledge that

one

already

has

about

people,

places,

things,

events.2

1 0unning, Thomas 0. 123345. 6reating "eading 7nstruction for All

6hildren. 6hapter 4, 238-894.

and

The

above

theory

is

relevant

to

the

study

for

it

involves an interaction between the reader&s own nowledge and the text, which results in comprehension.

Another theory that exists, which is relevant to the study is Thomas 0. 0unning&s, the ental odel theory. 7t seemingly relies the heaviest on the )patial 7ntelligence area in 0ardner&s ultiple 7ntelligences theory 1Armstrong 233:5.8  Therefore, this model may not be as affective for non-spatial learners. Teaching the process of how a mental picture

is

formed

could

develop

this

sill.

Taing

information about the main character as it comes through the readings would

and writing descriptive

be

a

way

to

improve

pieces on

this

sill

and

that character wor

towards

increasing comprehension.

Another

theory

that

is

relevant

to

the

study

is

the

Propositional Theory. This involves the reader constructing a

main

These

idea

main

or

ideas

macrostructure are

organi/ed

as in

they a

process

the

hierarchical

text.

fashion

with the most important things given the highest priority to be memori/ed 10unning, 23345.9 The Proposition theory wors

2 't. al

3 ;oc. 6it.

hand

in

hand

remembering the

main

with

only

idea.

(rgani/ational

the

relevant

These

strategies

information,

or

such

as

identifying

are sills widely taught throughout

schools as well as seen on standardi/ed tests.

ere mentioned

is

another

theories.

theory David

that

).

supports


to

1233=5

the

above-

stated

that

learning strategies are techni$ues, or routines that enable students

to

learn

to

solve

problems

and

complete

tass

independently. A strategy is an individual&s approach to a tas.:

7t is interesting to note how intertwined the theories are. 'ach one supports the other. 7n order to form a mental model in one&s head! one must have a schema of that topic already

stored.

According

to

the

Proposition

theory,

the

student is forming a mental model in their mind as they are forming the macrostructure.

*orming a schema is the most basic comprehension tool used build

by on

students. their

As

base

they of

become

schemas

more and

advanced, they

create

mental

can

models

4
iddle )chool )tudents in 7nclusive 6lassrooms. >ournal of Adolescent and Adult ;iteracy, 7ssue 8, 224-28:.

throughout the reading. The most complex comprehension tool is forming a series of propositions, which are constantly updated throughout the text.

CONCEPTUA$ %RA&E'OR( 

7n

this

study,

the

researchers

believe

that

reading

comprehension will depend on the profile of the students. 7n terms of age, socio-economic status, and values orientation in

the family has

a

direct relation

to

the comprehension

ability of the students.

INDEPENDENT  *ARIAB$E

DEPENDENT *ARIAB$E

TUDENTPRO%I$E 2. age 8. socioeconomic status 9. values orientation

READIN+ CO&PREHENION

READIN+ CO&PREHENION TRATE+IE

%I+URE ,. Paradigm showing the variables of the study