Syntactic Awareness Approach in Improving Learners’ Reading Comprehension
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 17, Issue 7
Abstract
Reading is the foundation of all skills as it unlocks all other competencies. When learners comprehend something, it paves the way to become more creative and critical thinkers. However, due to the absence of face-to-face classes there were many gaps observed in developing this skill set among learners. In this light, the researchers sought to determine the effect of the use of the syntactic awareness approach in improving learners’ reading comprehension of Grade 7- Alcala learners of President Carlos P. Garcia Tech. Voc. School of Fisheries and Arts S.Y. 2020-2021. Joan Sedita’s Syntactic Awareness: sentence structure methodology served as the foundation for this study’s intervention. This approach is a set of different activities that enhances learners’ reading comprehension through exposure to varied syntactic tasks. Data were obtained from eleven (11) learners who were identified under frustration reading comprehension level. A standardized Phil-IRI reading material and questionnaire were used as data-gathering instruments in the study. The researchers also used the Phil-IRI Oral Verification Test Criteria as an assessment tool for identifying the participants’ reading comprehension levels. This utilized a one group pretest- posttest pre-experimental design and the gathered data were tallied, tabulated, and computed using the frequency count, percentage formula, and simple difference. The results revealed that syntactic awareness approach improves learners’ reading comprehension. Based on the findings of the study, the researchers were able to reflect that setting the participants’ mood and putting emphasis on teaching the structural composition of the text to arrive at a sensible meaning of the reading text is of great importance. Moreover, there should be more activities and learning interventions concerning upgrading learners’ syntactic skills and reading proficiency. However, a few of the participants remain at a frustration level even after the intervention; thus, the implementation of the approach should be reviewed and other underlying factors should be considered for enhancement or for future studies.
Authors and Affiliations
Carmel Macua, Abraham Gaviola
Keywords
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- EP ID EP758412
- DOI doi: 10.5281/zenodo.10939435
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