Improving Students’ Reading Comprehension and Attitude Through Collaborative Strategic Reading

Abstract

Collaborative Strategic Reading (CSR) is an approach which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought determine the reading comprehension level of the students in the CSR and non-CSR groups in the pre-test and post-test; identify the attitude level of the students in the CSR and non-CSR groups in the pre-test and post-test; find out if there is significant difference in the reading comprehension level of the students in the CSR and non-CSR groups; assess if there is significant difference in the attitude level of the students in the CSR and non-CSR groups. The study used a descriptive evaluative design method. It utilized a random sampling among 87 Grade 12 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ attitude was determined through a questionnaire which was adapted from Candilasa (2019) and Brooks (1996), who have developed the Students’ Attitudes Toward Reading and the Short Form Reading Attitude Survey, respectively.
Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups shows positive attitude towards reading, however, the CSR group has higher attitude level compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading attitude of students exposed to CSR and non-CSR groups was statistically significant. Indeed, CSR was effective in improving the reading comprehension of students as well as enhancing their reading attitude.