This descriptive-correlational study aimed to assess the level of reading comprehension in expository text of Grade 6 pupils from selected public school sin Angeles Meta-synthesis was used to integrate the qualitative observations of 3 raters on the retellings of the respondents. The expository text used in this study was entitled Friendship, a suggested reading for intermediate students. The text was 490 words long, with average sentence length of 12,8, had a Flesch Reading Ease value of 77.5, and a computed Flesch-Kincaid Grade Level of 6.1.
Most of the pupils attained a rating of developing for the content (40.57%), structure (61.71%), and vocabulary (46.86%) of their retelling. A small percentage of the respondents attained an exceptional rating on content (13.14%), structure (4.57%), and vocabulary (0.57%). Majority of the pupils (47.43%) were classified as approaching proficiency (80-84) in terms of their Grade 6 English subject grade. Only 1.71% of the pupils belonged to the advanced category. The reading comprehension of the pupils in expository texts has a significant relationship with their grades in their English subject. This means that their reading comprehension in expository text influences their performance in their English subject class.
Results revealed that pupils had difficulty in comprehending expository texts as revealed by their low rating in the content, structure and vocabulary of their retelling. Further, the academic performance of the pupils in their English subject is affected by their reading comprehension.
Table of Contents
Introduction
Methodology
Research Instrument
Research Procedure
Statistical Treatment of Data
Results
Discussion
Research Objectives and Key Topics
This study aims to assess the reading comprehension level of Grade 6 pupils regarding expository texts using the retelling method and to determine if there is a significant relationship between these comprehension skills and their academic performance in English.
- Assessment of reading comprehension through the retelling method.
- Evaluation of content, structure, and vocabulary skills in student retellings.
- Correlation between reading comprehension and academic achievement in English 6.
- Development of remedial intervention materials based on identified student needs.
- Use of meta-synthesis to integrate qualitative observations.
Excerpt from the Book
Introduction
Reading as a learning activity should promote higher-order thinking skills. For it to become effective, the vocabulary level and length of sentences should be suited for the readers. The logical relationship and smooth flow of ideas allows the reader to form connections among the ideas presented in the text (Limiac, 2002).
Reading comprehension involves the active decoding and translation of written texts into understanding and personal reflection to the reader. It goes beyond mere recognition of printed symbols. Skilled readers are constructive, fluent, and strategic, motivated and are actively engaged in the learning process (Anderson, 2004).
Readers commonly use background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written texts. Skilled readers are known to develop their own strategies to comprehend the message underlying in a material (Chambliss & Calfee, 2008). Tagala (2000) stated that reading readiness is not correlated with age, rather, on the training and environment of the child. This includes the type of school, the educational background of the parents and rearing methods of the parents.
Summary of Chapters
Introduction: This chapter highlights the significance of reading comprehension and the retelling method as an effective assessment strategy, while outlining the research questions and objectives.
Methodology: The chapter describes the descriptive-correlational research design, the selection of respondents, the validation of the research instrument, and the procedural steps for data collection and analysis.
Results: This section presents the empirical findings regarding the students' proficiency in content, structure, and vocabulary during retelling, and confirms the statistical correlation between comprehension and English grades.
Discussion: The chapter interprets the research findings, highlighting the students' difficulties in comprehension, and provides specific pedagogical recommendations for developing interventions.
Keywords
Reading comprehension, Expository texts, Retelling method, Grade 6 pupils, Academic achievement, Text structure, Vocabulary, Content analysis, Inter-rater reliability, Statistical correlation, Pedagogical intervention, English subject, Reading readiness, Meta-synthesis, Assessment rubric
Frequently Asked Questions
What is the primary focus of this research?
The study focuses on assessing the reading comprehension level of Grade 6 pupils when interacting with expository texts through the application of the retelling method.
Which methodology was employed in this study?
The researchers utilized a descriptive-correlational method, incorporating a 4-point rubric to evaluate student retellings and statistical tests, such as Pearson r, to analyze the relationship between comprehension and academic grades.
What are the central themes discussed in the work?
The work covers reading comprehension strategies, the specific challenges of expository text structures for intermediate students, the role of vocabulary, and the direct impact of reading ability on academic success in English.
What is the primary research goal?
The goal is to determine the current state of students' comprehension skills and to provide a basis for developing targeted intervention materials to improve their academic performance.
What does the main body of the text address?
The main body examines the assessment of content, structure, and vocabulary in retellings, provides a statistical analysis of pupil performance, and offers practical suggestions for teacher-led interventions.
Which keywords characterize this study?
Key terms include reading comprehension, retelling method, expository texts, academic achievement, and pedagogical intervention.
How does the retelling method serve as an assessment tool?
Retelling serves as a potent tool that allows teachers to move beyond rote memory, helping them identify specific "gray areas" in a student's ability to organize thoughts, grasp main ideas, and use vocabulary effectively.
Why are expository texts specifically highlighted?
Expository texts are the primary form of delivery for concepts in textbooks across most subject areas, making them critical for student success; however, many students struggle with their specific structure and require early instruction.
What was the conclusion regarding the relationship between reading and grades?
The study found a high positive correlation between reading comprehension and academic achievement, meaning that improvements in reading comprehension are likely to lead to better performance in English subjects.
What practical recommendations are made for teachers?
Teachers are encouraged to provide training in grammar and sentence structure, guide students in using context clues for vocabulary, and implement structured guide questions to assist students in constructing the content of what they read.
- Citar trabajo
- Jasmin Villanueva (Autor), Bryan Rodriguez (Autor), 2015, Reading Comprehension in Expository Texts through Retelling. A Basis for Developing an Intervention, Múnich, GRIN Verlag, https://www.grin.com/document/311581
