Enhancement of Reading Comprehension Skills of Grade 4 Learners in Lingaten II District of Pangasinan I Through Contextualized Semantic Organization Tools

Abstract

This study was based on the concept that using tools helps learners understand better what they read. The tools were semantic organization tools where the learners made connections to their experiences. By using these tools learners had been expected to engage more with what they read. The study focused on literal, inferential, and evaluative comprehension skills. Generally, this study was conceptualized to determine whether the use of semantic organization tools would lead learners to better reading comprehension. Specifically, the study aimed to determine the level of reading comprehension skills of the Grade 4 learners before and after the implementation of the contextualized semantic organization tools strategy. The respondents of the study were the Grade 4 learners enrolled in selected public elementary schools within Lingayen II District, and the intervention was applied only within the duration of the reading comprehension activities planned by the researcher. The study used pre-test and post-test measures to assess learners’ reading comprehension before and after the implementation of the contextualized semantic organization tools. The study found that the level of reading comprehension skills of grade 4 learners before the implementation of the strategy was Instructional and became Independent after the implementation. Also, the study indicated that there was a high significant difference in the performance of the learners before and after the implementation of the contextualized semantic organizational tools strategy.