Quipper school and students reading comprehension cis-a-vis the formulation of post reading activities
Type
Thesis
Authors
Category
Pages
190
Abstract
The Reading Next reports, "very few older struggling readers (between fourth and twelfth grade) need help to read the words on a page, their most common problem is that they are not able to
comprehend what they read" (Biancarosa & Snow, 2004). In this study,
the researcher wanted to find out if the use of the Quipper School may
help increase the reading comprehension levels of the students.
The following questions were investigated in this study what are the teacher's views about the Quipper School?, what is the students comprehension levels before and after using the Quipper School pre-reading and during reading activities?, how significant is the difference in the students' reading comprehension levels before and after using the Quipper School?; and how may the findings be used in producing a teacher-made post-reading activities?
Based on the results of the grade ten students' reading comprehension test, the following conclusions were derived: all respondents belong to Frustrational level before immersion to the Quipper School. After immersion to it, more than half of the students reading levels increased to Instructional while more than one third remained in the Frustrational level.
Majority of the English teachers had a positive perception on the use of the Quipper School and agreed that post-reading activities were missing in the lesson content of the QS. The result of the paired t-test revealed that there is a significant increase in the reading comprehension levels after immersion to the Quipper School pre reading and during reading activities
The following recommendations are proposed based on the conclusions of the study: English teachers must provide and include the three reading instructions in their lesson planning. And they should exert effort in using educational technology such as the Quipper School to transform teaching and learning.
School administrators should provide teacher training to equip teachers the necessary skills needed to implement the further use of the Quipper School or any other forms of educational technology in their classrooms.
Future researchers must conduct more studies that will involve bigger number of respondents to measure the effectiveness of Quipper School on student's grammar, viewing comprehension, speaking, and writing skills on their academic performance.
comprehend what they read" (Biancarosa & Snow, 2004). In this study,
the researcher wanted to find out if the use of the Quipper School may
help increase the reading comprehension levels of the students.
The following questions were investigated in this study what are the teacher's views about the Quipper School?, what is the students comprehension levels before and after using the Quipper School pre-reading and during reading activities?, how significant is the difference in the students' reading comprehension levels before and after using the Quipper School?; and how may the findings be used in producing a teacher-made post-reading activities?
Based on the results of the grade ten students' reading comprehension test, the following conclusions were derived: all respondents belong to Frustrational level before immersion to the Quipper School. After immersion to it, more than half of the students reading levels increased to Instructional while more than one third remained in the Frustrational level.
Majority of the English teachers had a positive perception on the use of the Quipper School and agreed that post-reading activities were missing in the lesson content of the QS. The result of the paired t-test revealed that there is a significant increase in the reading comprehension levels after immersion to the Quipper School pre reading and during reading activities
The following recommendations are proposed based on the conclusions of the study: English teachers must provide and include the three reading instructions in their lesson planning. And they should exert effort in using educational technology such as the Quipper School to transform teaching and learning.
School administrators should provide teacher training to equip teachers the necessary skills needed to implement the further use of the Quipper School or any other forms of educational technology in their classrooms.
Future researchers must conduct more studies that will involve bigger number of respondents to measure the effectiveness of Quipper School on student's grammar, viewing comprehension, speaking, and writing skills on their academic performance.
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