Volume 7, Number 1/2

Improving the Reading Comprehension of Grade 8 Learners using 4Rs (Read, Retell, React, Reflect) Strategy

  Authors

Chryzl Joy Deluao¹, Desiree Joy E. Bernal², Jally Be F. Padillo³ and Rex A. Lim⁴, ¹Barayong National High School, Philippines, ²Pedro Mariscal National High School, Philippines, ³St. John Paul College of Davao, Philippines, ⁴University of the Immaculate Conception, Philippines

  Abstract

This study attempts to improve the reading comprehension of Grade 8 learners using the 4R strategy. Thirty-four (34) Grade 8 learners under frustration level participated in the study. 4Rs (Read, Retell, React, Reflect) was employed, and a reading comprehension test was used to collect the required data. This study is action research designed to determine if there is an improvement in students' reading comprehension after implementing the 4R strategy. The implementation of 4R in this study frames Richard Sagor's Four-Stage Model of action research. The researchers have developed a strategy to address students' reading comprehension through reading, retelling, reacting, and reflecting, hence, 4Rs. This strategy combines reading approaches to cater to the essential factors necessary for compelling reading. Mean and Standard Deviation were used to determine the students' comprehension level during pre-test and post-test and determine how dispersed the scores were. Paired Sample T-test was also employed to determine the significant difference between the pre-test and post-test scores. The findings revealed significant differences between students' pre-test and post-test reading comprehension levels using the 4Rs strategy. The study concludes that adopting the 4Rs strategy improves the Grade 8 learners reading comprehension.

  Keywords

Reading Comprehension, 4Rs (Read, Retell, React, Reflect Strategy), Grade 8.