Reading Strategies of Content Teachers

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CHAPTER I
INTRODUCTION
Background of the Study
Literacy in the content areas such as science, history and math, requires that the
students are able to read and comprehend expository texts. Not only do students need
necessary skills to profit from reading content related materials, but also the students
need to know how they are going to actually read the text in order to complete an
assignment.
When looking at what it takes to be good reader and skills necessary in order to
succeed more in academics, it is important that every teacher is a teacher of reading
(Gray, 1925). It implies that all teachers need to be able to support readers as thinkers and
therefore should be aware of reading strategies to help them think within the content area
(Azevedo, 2009). All teachers should be familiar with the reading process and the
number of stages a reader passes through in order to become what research call as
literate. The content area teachers need to also focus on the different types of skills
needed for expository and narrative texts and then apply teaching strategies that promote
competent readers.
How to think through print how to use reading to derive meaning from content
materials is the essence of creating lifetime-learners (Vacca, 1981). Content area
teachers are in a powerful position to encourage or discourage their students ability to
learn though reading.

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Middle school/ secondary school students need to continue to develop additional
literacy skills beyond those acquired in early learning to read process, in order for them to
understand academic content available from text sources, communicate effectively,
participate in variety of communities, and negotiate in the world (Meltzer, 2001).
Coincidentally, subject matter textbooks are usually topic specific for different grade/year
levels, but often have a readability level that is more difficult than the designated grade
level (Walker,2004). This creates a discrepancy between what the students will need to
read and understand effectively in the content area materials. This discrepancy should be
a clear indicator that literacy skills, especially those for reading content materials, must
be taught in every subject.
Some readers continue to struggle with content area texts because the skills and
strategies necessary to understand these texts are not being modeled, and taught
uniformly in every subject area (Hirsch, 2003). Jeanne Chall in the early 1980s described
two distinct stages for reading: 1) learning to read, and 2) reading to learn (Chall, 1983).
More current thinking about the teaching of reading suggests that these stages should not
be sequential, but rather developed simultaneously throughout the learners K-12
experience. In other words, a learner should be provided with instruction in learning to
read and reading to learn at all stage of reading development. However, since children
may not always be taught to read to learn while learning to read and be provided with an
appropriate balance of narrative and expository texts given in the upper elementary
grades that includes an increasing amount of expository text therefore creating what
appears to be a slump in reading performance of students when they reach the fourth
grade. One leading theory behind the fourth grade slump is related to the change in
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reading requirements that take place between the third and fourth grade. During this
transition, the primary type of instruction has been based around learning how to read,
usually from narrative materials, and now as students enter the fourth grade they are
expected to read several types of information, frequently from expository texts, and they
struggle because the skills are not being taught to comprehend the text effectively. They
are now exposed to different and sometimes more difficult texts (Snow, 2002). It is
further suggested that the majority of our struggling readers can manage simple texts, but
the problem occurs when at fourth grade and beyond they attempt more advanced
academic texts (Hirsch, 2003).
The researcher wants to find out the common reading strategies employed by
content area teachers in teaching their content and to what extent do these strategies are
being utilized. Thus the researcher formulated the research problem : Reading Strategies
Employed by Content Area Teachers of College of St. John-Roxas
Statement of the Problem
The main purpose of this study was to find out reading strategies employed by
content area teachers of the College of St. John-Roxas S.Y. 2012-2013.
Specifically it aimed to answer the following questions:
1. What are the common reading strategies employed by the content area
teachers when taken as a whole?
2. What are the common reading strategies employed by the content area
teachers when grouped according to sex, teaching status and subject
taught?
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3. Is there a significant difference among the reading strategies used by the
content area teachers according to sex, teaching status and subject taught?
Hypotheses
Based on the statements of the problem, this hypothesis was formulated:
1. There is no significant difference among the reading strategies used by the
content area teachers according to sex, teaching status and subject taught.
Theoretical Framework
The theoretical foundation upon which this study was anchored draws mainly on
Schema and Cognitive Development theories of Jean Piaget, Richard Chase Andersen
and Lev Vygotsky, respectively. Also Jeanne Challs The Purpose of Reading Instead of
Reading for Purpose Theory.
Schema theory was first introduced by Jean Piaget. According to Piaget, children
construct knowledge from their experiences instead of just only amassing things into a
collection of isolated facts. Thus, what children can learn and can do is organized into
schemes which are aptly called groups of similar actions or thoughts that are used
repeatedly in response to the environment. This was later developed by R.C. Andersen.
According to Walker (2004), schema is a framework developed by the reader to label and
categorize experiences. According to this theory, schemata represent knowledge about
concepts: objects and the relationships they have with other objects, situations, events,
sequences of events, actions, and sequences of actions.

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The Cognitive Development theory of Lev Vygotsky underscores the importance
of society and culture in promoting cognitive growth (1962, 1978, 1979). This theory
provides as a perspective on how children view and interpret the world through their
informal conversations and schooling. It also posits that children can learn to perform
more challenging tasks when they have the assistance of someone more advanced and
more competent than they are. In addition, challenging tasks promote maximum
cognitive growth. Thus, it makes instruction in and mastery of subject matter knowledge
as the primary forces underlying cognitive growth. Further conclusion derived from
Vygotskys (1962) is that without instruction in subject matter areas, students cannot
develop insights about how their own minds work and therefore, do not develop the
ability to use language to guide, monitor, and control their learning.
The Purpose of Reading Instead of Reading for Purpose Theory formulated by
Jeanne Chall (1983) states that even though reading is taught throughout the school years,
there seems to be a critical pivotal point in reading development that takes place between
the third and fourth grades. During a transition period from third to fourth, there seems to
be this idea that students are no longer asked to read for pleasure but instead must begin
reading for purpose (Bowen, 1999).
Conceptual Framework
This study focused on determining the respondents profile as to sex, teaching
status, and subject taught as independent variables. The researcher tried to find out if
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these independent variables may be a contributing factor in the use of the reading
strategies in their respective content area. The reading strategies employed by the content
area teachers of College of St. John -Roxas served as dependent variables.
This study assumed that there is no significant difference in the reading strategies
of the content area teachers when they are grouped according to sex, teaching status,and
subject they teach.
Independent Variables Dependent Variables
sex
Subject Taught Reading Strategies
Teaching Status
Figure 2. A Schematic diagram showing the assumed flow of relationship among the
variables of the study
Significance of the Study
The results of this study will be very beneficial to the following group of
individuals:
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Students. This will be very useful to students so they can reflect on their skills in
reading at the same time they can make an inventory of their present skills in reading
comprehension. Also, it will help them tackle lessons in the content area that will lead to
mastery of the literacy skills, which is of utmost importance not only in education but
also as a global tool for competence.
Teachers. This study will make them aware of the skills, knowledge and
concepts they take for granted and which are particularly important for students to be
shown explicitly. Simply put, all teachers should know what is distinct about reading in
their discipline, and they should, as a matter of basic professional competence, know how
to make those rules, conventions and practices apparent to the students.
School Administrators. Their main function is to plan and make decisions
regarding the structure and make innovations in the curriculum and the school activities;
thus,they may use this study as a basis for planning and evaluating the content area
literacy instruction program for content area teachers.
Scope and Delimitation of the Study
The study focused on finding out the reading strategies of the content area
teachers of College of st. John-Roxas. Data were collected using researcher-made
questionnaire-checklist on common reading strategies.

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The respondents of the study were limited to the teachers of the Basic Education
Unit of the College of St. John-Roxas for the school year 2012-2013.
Definition of Terms
To ensure the understanding of terms used in this study, the following definitions
were used conceptually and operationally.
Content Area - The content areas are the academic subject areas that constitute a
student's fundamental education which is usually taught in elementary and secondary
levels: Mathematics, Science, Social Studies, Christian Living, MAPEH, TLE. Students
may have varying interest and talents across the core content areas, but they can expect to
study all three disciplines at least through high school.
In this study, it refers to the above mentioned subjects in elementary and
secondary levels in the College of St. John-Roxas.
Content Area Teachers refers to the teachers teaching the content area.
In this study, it refers to the subjects teachers handling the above-mentioned
subjects in grade school and high school levels.
Teaching Status refers to the status held by the teacher on the basis of
employment status and years of service to the school. This includes New Teachers,
Continuing teachers, and permanent teachers.
Reading Strategy refers to plans or methods that can be used or taught to
facilitate reading proficiency. These are problem solving tools that enable one to recall
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content, construct meaning from diverse texts, synthesize ideas across text and create new
understandings (Robb, 2010).
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses literature and studies related to reading strategies of
content area teachers.

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When children start entering school, they learn our alphabet, then early words.
They learn pronunciation through phonics; they learn sentences, then paragraphs, then
small books and short stories. In about 4 th grade they move up, to chapters and texts.
Their reading skills are built around recognizing words, interpreting their meaning,
placing them in a context that largely relates to what they already know, and then drawing
conclusions about their significance (Templeton, 1995).
Students often are not prepared to tackle what is referred to as content reading;
that is reading textbooks that teach us other things, like science, and mathematics, and
social studies and other informative materials. These books contain pictures and texts that
go beyond illustrating the text; they contain graphs, maps, diagram and comparisons that
append the text content. In trying to apply their previously acquired reading skills,
students can become lost and frustrated in trying to learn information from written words
(Williamson, 2004). These frustrations leads to incomplete homework assignments, lack
of class participation and dangerously, to their abandonment of learning altogether.
This task is a challenge for content area teachers. While they may not want to
become reading specialists, they must acquire the skills to help students transition from
reading text for storyline, images and characterization into learning to learn from texts.
Richard Vacca (1981), an acknowledged expert in the area of content reading, responds to
teacher frustration that students just dont read assigned material anymore: Its not that
they cant read. Most choose not to, primarily because they have never been shown how
to explore and interpret texts effectively.
Learning to read is explicitly taught in the primary grades, but then reading
instruction changes and becomes more focused around reading to learn, which may
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account for the fourth-grade failure and creates a bigger gap for those struggling readers
(Hirsh, 2003). From this basic principle rises the need for complete content area literacy
program filled with knowledge that is gained from the literature on what is suggested
when teaching content area reading and the important role of teaching reading strategies
within content areas.
The influence of Kenneth Goodman on language education is marked by the
living legacy of his model of reading. It all started when he asked himself this question:
What happens when we read? such a question was thought to have been answered long
before 1962 when Goodman started his professional journey as a researcher and educator.
For during those times, the prevailing view of reading was based on the theory that
reading is a matter of recognizing their meanings and acquiring and understanding of the
text. Thus, in phonics-based approaches, the emphasis is on the application of phonics
rules in attacking words. Other electric approaches combined with phonics focused on
establishing sight word vocabularies and teaching skills for decoding word spelling
patterns and recognizing visual configuration. In addition to this, instruction involved a
focus on grammar such as knowing the parts of speech, diagramming sentences and
understanding phrase and clause structures among others. To put it simply, reading may
be considered as a series of word perceptions (Spache, 1964)
Despite the fact that millions of children learned how to read along with this
accented notion on the nature of reading, we are left to wonder what led Kenneth
Goodman to pose such question. Did he know something else and suspect that others did
not or was he simply dissatisfied with the known and accepted explanation of reading and
reading process? The answer is simple: the prevailing theory not enough to answer his
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question. In fact, theory did not fit reality (Marek, 1999). This drove him to probe further.
And when he observed children reading, he found out that they read in ways that were
incompatible with the popular theory. Word recognition did not seem to be the only, or at
times ever the primary skill they relied on in processing text. All these led to his
voluminous miscues studies which form the very foundation of his scholarly reading
model.
Description of the Reading Process
The reading process involves the integration of complex strategies, in order to
construct meaning in specific contexts (Walker, 2004). The reading process can also be
visualized as a cycle; before reading, during reading, and after reading. During the
reading process the reader is constantly making a connection with the text (Roe, Stoodt-
Hill, & Burns, 2004)
Students continue to build on those skills while developing new ones necessary
for the next stage, making this a developmental process. Every time a good reader
approaches a new text they engage in the reading process, before reading, during reading,
after reading and beyond reading. A successful reader will continue to use a variety of
skills in order to construct meaning of text (Pearson, Roehler, Dole, and Duffy, 1992).
Some of the skills good readers uses when they read are:
Adjusting the rate of their reading according to the difficulty level or the
simplicity of the text, or their purpose of reading.

Re-reading when necessary.
Asking questions or notations throughout the text.
Thinking about what they already know and using it to gain additional
understanding about the text.

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Make personal connections with the text, and

Interpret the authors intentions (Duke & Pearson, 2002).
Less successful readers may have some of these skills, but often do not know
when to use them (Vacca & Vacca, 2002). When students fail to use these skills
continuously, it has the potential to create more students who begin struggling with
reading. This problem led to an increase in interest for early researches such as the one
conducted by Jeanne Chall (1983) who noticed and created a belief that there are certain
stages a developing reader must go through.
This first state is the Initial Reading and Decoding Stage, which occurs between
the first and second grade and deals with word recognition and reading knowledge. Stage
two, the Automaticity Stage, occurs between second and third grade and is where a
gradual increase of text selection occurs. With this, more recreational reading is practiced
and less content are texts are used to enhance and strengthen good reading skills (Beers,
2006). Another stage that is directly tied to middle school students is the Reading for
Learning Stage. This stage occurs between fourth and eighth grade and where students
need to bring their prior knowledge to the reading and where they acquire facts (Beers,
2006). When a stage is missed, the reading process is interrupted and a gap is created
(Walker, 2004). Her research led to the concept known as the fourth grade slum which
takes a closer look at the teaching of reading and how it changes between the primary and
secondary grades (Azevedo, 2009)
The reading process of a proficient reader can be compared with information
processing; the long term memory holds those learned responses that have become
automatic or habitual while medium memory holds those learning and responses that are
based upon the particular reading act. They are the guesses (predictions) and
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confirmations made during reading. The short term memory, on the other hand, holds
immediate images and signals during reading.
Before the reader engages in the act of reading, he has three sets of information
stored in his long term memory:
1. Procedure for regulating the physical aspect of reading.

2. A language repertoire containing all rules and cues of spoken and written
language.
3. Meanings and concepts that have been acquired.
At the onset of a reading act, the regulating programs get the eyes to move and
focus on the material. Printed language cues in and around the world are selected for
making guesses and then stored in the short term memory. Prior predictions from the
medium term memory only aid in the selection of cues after the initial instance of
reading.
The selected cues are used to form perceptual images that are also stored in the
short term memory. The perceptual cues may be anticipatory rather than actual. Since the
proficient reader does not use all cues available, there is a search through his language
repertoire for known cues that might be useful to the present situation to the present
situation. These cues when identified are then stored in the short term memory.
The perceptual images and indentified language cues are then compared. A
decision is consequently arrived at to hold these cues in the medium term memory by
testing them to see if they fit with prior information (confirmed predictions and stored
partial meanings). If they fit the message has been decoded. At this point the meaning
(deep structure) is integrated with the other meanings, predictions are confirmed, and the
process is recycled.
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There are two places in the process where a decision may be made that he
perceived cues do not fit and that the message cannot be decoded. The first occurs after
the perceptual image and identified related language cues are compared. So the
perceptual image and the chosen cues are recalled. If there is no match cues are reselected
from the line on the page and the process repeats. If there is no match now, then the cues
are held in the short term memory and a second test is made.
The second place of decision occurs when the cues are tested against the semantic
and syntactic context developed through prior choices. If there is still no fit, the decision
is made to regress and to seek the point of inconsistency. If regression does not produce
decoding, the partial meaning, if any, is stored in the medium term memory. The reader
moves on with the possibility that the additional cues will lead to complete decoding of
the message.
Goodman has analyzed the responses of pupils reading orally and has hypnotized
as to the reasons for readers deviations from the printed text. He refused to call these
deviations error because the term implies something intrinsically bad or destructive or
avoidable. He preferred to call them miscues because an analysis of them reveals the use
and misuse of the available language cues by the reader. In addition, the analysis also
reveals the process by which the reader utilize available cues to reconstruct the authors
message.
A Psycholinguistic Model of the Reading Process
Goodman defines reading as a process of selecting graphic cues that signal
meaning, much as listening is a process of selecting auditory cues for meaning. Coming
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along with the selection of graphic cues is an active reconstruction of a message from the
written language. Reading then must involve some level of comprehension. It is cued or
miscued during the readers interaction with the written language. Thus, Goodman
supposed that the experienced reader can derive meaning directly from graphic cues
without translating them into phonemic cues.
The distinction is made among the aspects of decoding (deriving meaning),
recoding (translating letter patterns into sound), and encoding (oral reading). Decoding
occurs when the meaning of the writer is analyzed and understood, in other words, when
the reader knows that deep structure of the message as generated by the writer. Encoding
can take place only when decoding has preceded it. Recoding is a procedure whereby
only the surface structure of the message is perceived and changed into a different form.
A proficient reader does not use all of the signals built into the writing system just
as proficient listener does not use every facet of the spoken language. The reader
anticipates meaning and has it reconfirmed. The less ones thoughts about the message
have to undergo change during reading, and the fewer number of cues from the page one
needs for arriving at the authors meaning, the more the proficient he is a reader within
that reading situation.
Information Used during the Reading Process
In the guessing game which is reading, three types of information are used. Each has
several subtypes. They are used in reading simultaneously and not sequentially.
I. Grapho-phonic Information
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A. Graphic: the letters, spelling patterns and pattern of patterns created
through white space and punctuation. A word or suffix represents a
graphic pattern; a phrase or a sentence is a pattern of patterns.

B. Phonological: The sounds, sound patterns and pattern of patterns created
through intonation (pitch, stress and pause).

C. Phonic: The complex set of relationships between the graphic and
phonological representations of the language.
II. Syntactic Information

A. Sentence Patterns: The Grammatical sequence and interrelationships of
language. Thes---ed the ---s, is an example of a sentence pattern
common in English.
B. Pattern Markers: The markers which outline the patterns.
1. Function Words: Those very frequent words which, though
themselves relatively without definable meaning, signal the
grammatical function of other elements. Examples: The, was,
not, do, in very, why, but.

2. Inflections: Those bound morphemes (affixes) which convey
basically grammatical information. Examples: ing, ed, s.

3. Punctuation-Intonation: The system of markings and space
distribution and the related intonation patterns. Pitch and stress
variations and variable pauses in speech are represented to
some extent by punctuation in writing.

C. Transformational Rules: These are not characteristic of the graphic
input itself, but are supplied by the reader in response to what he
perceives as its surface structure. They carry him to the deep structure
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and meaning. If he is able to recognize and derive meaning from a
graphic pattern, he must bring these grammatical rules into the
process.
III. Semantic Information

A. Experience: The reader brings his prior experiences into play in
response to the graphic input.

B. Concepts: The reader organizes the meaning he is constructing
according to his existing concepts and recognizes experience into
concepts as he reads.
C. Vocabulary is largely a term for the ability of the child to sort out his
experiences and concepts in relation to words and phrases in the
context of what he is reading.
Skills and Strategies Used by the Reader in Reading
The primary objective in reading is comprehension. This depends on the
successful processing of the three kinds of information: Grapho-phonic, syntactic, and
semantic. There are, however, necessary series of abilities needed to make this process
successful.
1. Scanning: the ability to move from left to right and down a page line by line.
2. Fixing: the ability to focus the eye on the line of print.
3. Selecting: The ability to select from the graphic input those key cues which will
be most productive in the information processing. For example, initial consonants
are the most useful letters in words.

4. Predicting: The ability to predict input on the basis of grammar and growing sense
of meaning from prior decoding.

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5. Forming: The ability to form [perceptual images on the basis of selection and
prediction. The reader must combine what he seed with what he expects to see to
form a perceptual image.

6. Searching: The ability to search memory for phonological cues and related
syntactic and semantic information associated with perceptual images. The reader
brings to bear his language knowledge and his experiential and conceptual
background as he reads.
7. Tentative Choosing: The ability to make tentative choices (guesses) on the basis
of minimal cues and related syntactic and semantic input. It is crucial that the
reader at least use the least amount of information possible to make the best guess
possible.
8. Testing-Semantic and Syntactic: the ability to test choices against the screens of
meaning and grammar. Literally the reader says to himself: Does that make
sense? Does that sound like language to me? this involves the crucial ability to
recognize his own errors when they are significant. Readers who do not use these
two screens will tend to have low comprehension and will make little effective
progress in reading though they may become good word callers.

9. Testing-Grapho-phonic: the ability to test the tentative choice, if it has failed the
prior test, against the recalled perceptual image and to gather more graphic
information if needed. Note that it is only when the choice has been rejected on
the semantic or syntactic grounds that there is any need to resort to further
grapho-phonic information. A miscalled word is most likely to be recognized as a
mistake if it doesnt fit the meaning and grammar screens.

10. Regressing: The ability to scan right to left and up the page line by line if a choice
is found unacceptable on prior tests. This involves the readers recognizing that an
anomaly or inconsistency exists in his processing to date and attempting to locate

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the source or point of error and then reprocessing. This is the device by which the
reader corrects the errors he has recognized. A great deal of learning takes place
through correction. The reader teaches himself new strategies and new insights as
well as new words.

11. Decoding: When a successful, acceptable choice has been made, the reader
integrates the information gained with the meaning which has been forming. This
may involve assimilation of new meaning or accommodation or meaning
previously decoded, or both.
Expository vs. Narrative
Different types of text require the reader to use different types of skills.
Competent readers are able to adjust their reading style as they move from narrative to
expository content (Roe, Stoodt-Hill, & Burns, 2004). Both Narrative and Expository
texts require a reader to construct meaning while reading; however, narrative texts focus
more on the elements of story-telling. Expository texts often require the use skills of
comparing and contrasting drawing conclusions, and evaluating the overall text (Pearson,
Roehler, Dole & Duffy, 1992); while, narrative texts require such skills as: understand
theme, characterization, setting and overall story structure. Expository texts can include
magazines, biographies, newspapers, essays, technical documents and subject matter
textbooks (Nauman, 1995). There are a number of skills that can be used with expository
reading such as summarizing critical reading and questioning the author. Narrative
reading is grouped around novels, plays, short stories, poetry and folktales (Nauman,
1995). Narrative reading also has its different skills that can be used throughout reading
with include understanding basic structure of a story, such as theme, plot, setting, and
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character development, using graphic organizers, which assist with analyzing stories, and
synthesizing, which is the gathering of information in order to see the big picture
(Nauman, 1995). It is critical that teachers teach students the skills necessary to use for
different texts, and more importantly, these skills have to be taught in the primary grades
and continued on into the secondary grades (Azevedo, 2009).
Principles of Content Area Teaching (Jacobson, 1998)
Three principles, relating to teacher knowledge, beliefs, and practice about
content area teaching, provide a basis for the ideas presented. Good content area teaching
has a three part foundation.
The first principle is that good content area teaching depends on the teachers
explicit or intuitive understanding of sound educational theory. An essential component
of this understanding is the teachers belief that all students can learn. An essential collar
is the teachers acceptance of the responsibility to each one.
The second principle is that good content area teaching depends on the teachers
knowledge of, and interest in, both subject matter and pedagogy, and the teachers skill in
choosing and using effective instructional strategies.
The third principle is that good content area teaching depends on the teachers
commitment to ongoing learning and professional growth, resulting in increasing general
knowledge, and deepening understanding of good educational theory and practice and the
ability to apply this understanding effectively.
Teachers Role in Content Area Instruction

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Teachers have the right to expect that the text-books students used will meet
established criteria for considerate text. Teachers have the responsibility to use the
excellent features of textbooks efficiently and the obligation to intervene effectively when
aspects of textbooks do not mesh well with students needs. Both ethically and
practically, it is more important to concentrate on the responsibility to use textbooks well,
than on the right to expect that textbook writing will qualify as considerate for students.
We have much more power to control our own teaching than to affect the way textbooks
are written (Jacobson, 1998).
A skillful, thoughtful teacher can create a match between text and students even
when the textbook would be difficult or impossible for students to learn from
independently. The term text-friendly teachers captures an important concept about
good content area instruction (Jacobson, 1999). Teachers, not textbooks, are the key to
students learning. Teachers need to understand how to use textbooks as teaching
resources, without surrendering control of instruction to the texts. Teachers can intervene
between their students and the texts they use by providing instruction that helps students
to learn new vocabulary and relate it to their reading; to acquire, use, and remember new
concepts; and to develop methods of studying that enable them to become independent
learners (Dreher & Singer, 1989).
Factors that Affect Content Area Learning
Three major elements in the content area classroom that affect learning are
teachers, students, and texts. Each has the potential to contribute to learning or to hamper
it. There are things teachers do or fail to do, that instead of helping their students learn
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make it harder for them to learn. There are problems students face that may interfere with
their school learning. There are features of textbooks that make it difficult for students to
learn from them.
Factors relating to teaching are important at every point in students progress
through school. Good teaching supports learning, but inadequate teaching interferes with
student learning. If teachers do not have a sound understanding of the subject matter they
are teaching, if they are unwilling to put thought and effort into planning and conducting
their classroom program, if they do not care sensibly about all their students, or if they
give no time and attention to their own learning, they will not teach effectively. Their
students learning and enjoyment for school will be diminished. However through
capability, energy, care for students and for subject matter, and commitment to continuing
professional growth, difficulties that arise from inadequate teaching can be prevented.
Teachers have the responsibility to teach well.
Student factors affect their learning within any classroom, students will vary
widely in the amount and kind of prior knowledge and experience they bring to the task
of learning from textbooks.
Content Area Reading
Reading is the primary method in learning content area information. Within any
classroom, variations in students current levels of reading ability, prior knowledge,
interest in a topic, and self confidence as learners are likely to result in different degrees
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of understanding. Skillful teachers can intervene between the students and the texts that
provide content area information, to enable these diverse students to understand essential
concepts. Teachers can support students comprehension through direct teaching of the
content that provides explanation and expansion of the text; through classroom activities
that promote multiple readings of text and activities that promote multiple readings of
text and activities that engage students actively in thinking about text concepts; and
through the development and use of teaching materials, including the use of well-
designed questions, that lead students to recognize and apply important text information.
Acquiring and Choosing Instructional Reading Books (Robb, 2010)
In some school districts, teachers inherit sets of literature anthologies and trade
books, and they must use them whether or not students can read them. Being forced to
instruct with books that are too difficult for students has resulted in a practice wherein
teachers read aloud and students follow in their books. This strategy improved students
listening; it does not improve their reading because students cannot follow text that is
more than two years above their instructional reading level.
Difference between Reading Strategies and Reading Skills
Pearson et al. (1992) emphasize three important difference between skills and
strategies.
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1. Strategic reading means that when the learner practices a strategy, he has a
conscious, in-the-head plan for comprehending, whereas skills are used
without conscious planning.
2. As students use strategies, they become more and more aware of their
reasoning process as they make sense out of print; skills seldom involve this
kind of self-awareness.
3. The strategies readers use change with the purpose for reading and the genre,
while skills are not adaptable.
Good Content Area Teaching Builds Reading Ability
The clich that every teacher is a teacher of reading has been interpreted by
content teachers in light of the reading teachers role and responsibility for teaching
reading. Content teachers have rejected that role and rightly so they assume that there is
no place for reading instruction as reading teachers generally employ it in content areas.
There is awhole new strategy in teaching reading through content areas, a strategy that
draws from what we know about the direct teaching of reading but adapts that knowledge
to fit the structure of and responsibilities for the total curriculum in each content area.
(Herber, 1978)
The Role of the Teacher
The teacher creates the circumstances and conditions within the classroom that
support learning. in many instances, teachers direct the activities. Focus lessons, or
26
minilessons, are concise lessons that teach a specific skill. These lessons may use
modeling, that is, they may show or demonstrate for students how to use the processes of
reading or writing or how to use particular strategies that might help in decoding words
or constructing meaning. For example, when teachers read stories to the class, they are
modeling reading; when theyr write a group story with the class, they are modeling
writing. Many times, modeling involves the use of think-alouds, sessions in which
teachers share the thought processes they have gone through in formulating the meaning
of a text (Clark,1984).
The support the teacher provides while students are involved in any aspect of
reading or writing is called scaffolding (Collins, Brown, and Newman, 1987). This might
be questioning that helps students understand what they have read or modeling to show
students how to think through a particular piece of text or to learn a strategy.
As students become increasingly competent, the teacher begins to remove the
scaffolding and provides less and less support. This is what Pearson (1985) calls the
gradual release of responsibility. In other words, the teacher gradually gives more
responsibility to the students. This process can be observed in any learning situation. For
example, young children who learned to read before going to school learned in this way:
first someone read to them, and then gradually that person read less and less and the
children read more and more.
Foreign Studies
27
Over 20 years ago, Durkin (1978 1979) conducted a study in which she set out
to see what teachers did to teach reading comprehension. She found that teachers
followed a pattern of assignment giving. They asked students to read and then respond to
questions, but they did not provide students with instruction in the process of
comprehending texts. Durkin had looked at what teachers were already doing. Other
teachers began to explore whether reading comprehension could be taught, and if so, how
that might be done.
Dole, Duffy, Roehler and Pearson (1991) also conducted a related study and
concluded that comprehension strategies can be taught, and we know a great deal about
effective procedures for doing so.
Students have no trouble with decoding, but they dont understand a thing that
they read, this is according to the study made by Andersen, Mason, and Shirey (1984). It
was further found out that teachers made sure that students could decode every word in
the text. However, they found that comprehension did not follow naturally as a
consequence of students being able to decode every word.
CHAPTER III
METHODOLOGY
28
This chapter deals with the research design, respondents of the study, data
gathering instrument, data gathering procedure and the data analysis.
Research Design
This study utilized the descriptive method of research which according to
Locale and Respondents/Subjects of the Study
This study was conducted at College of St. John-Roxas in Roxas City, Capiz. The
subjects of the study involved all content area teachers.
The table below shows the distribution of respondents.
Categories Frequency Percentage

Whole 16 100 %
According to sex:
Male 6 37.50 %
Female 10 62.50 %
According to Subject:
Mathematics 4 25 %
Science 3 18.75 %
Social Studies 3 18.75 %
Christian Living 2 3.50 %
MAPEH 2 3.50 %
TLE 2 3.50 %
29
According to Status:
Newly-Hired 11 68.75 %
Continuing Probationary 3 18.75 %
Permanent 2 12.50 %
Research Instrument
A researcher-made questionnaire checklist was used as data gathering instrument
based on the questionnaire checklist from the Association of Supervisors and Curriculum
Developers (ASCD). The questionnaire was composed of two parts. The first part was the
respondents personal information and the second part elicited responses on the reading
strategies they employed in their daily classroom scenarios. A five point Likert scale was
used in scoring of responses.
Data Gathering Procedure
When the questionnaire was validated, tested and proven reliable, permission to
conduct the test was secured from the principal of the school. The test was personally
administered by the researcher making sure that the instructions both oral and written
were made clear; assistance and guidance were also extended by the researcher to the
30
respondents, after the respondents have accomplished the data gathering instruments,
they were gathered by the researcher. The data gathered were tallied, ranked and
interpreted accordingly using appropriate statistical analysis.
Data Analysis
The collected data was subjected to data analysis procedure.
The results of the reading strategies employed by the content area teachers
College of St.John-Roxas were interpreted using the following scale of measurement.
Value Verbal Interpretation
4.0 - 5.00 Always
3.00 - 3.99 Often
2.00-2.99 Sometimes
1.0-1..99 Rarely
0.01- 0.09 never
To determine the reading strategies of the content area teachers when grouped
according to sex, subject taught and teaching status, frequency count, Rank and mean
were used.
t-test was used to determine if significant difference in the reading strategies by
the respondents when grouped according to sex.

31
ANOVA or Analysis of Variance was used to determine if there is a significant
difference in the reading strategies of the respondents when they are grouped according to
subject taught, teaching status.
CHAPTER IV
RESULTS AND DISCUSSION
Descriptive Data Analysis

32
The interpretation of data was based on the following scale:
Value Verbal Interpretation
4.0 - 5.00 Always
3.00 - 3.99 Often
2.00-2.99 Sometimes
1.0-1.99 Rarely
0.01- 0.09 Never
Table 2 Reading Strategies Employed by Content Area Teachers when taken as a
Whole.
Mean Description
When taken as a whole 4.00 Always
When taken as a whole, the content area teachers always use the reading strategies
in teaching.
Table 3. Rank of the Common Reading Strategies Employed by Content Area
Teacher Based on Reading Categories.
General Categories of Reading Strategies Mean/Description Rank

Building Vocabulary 3.89 Often 3
Making Connections 4.31 Always 1
Using Reading Tools 3.71 Often 4
33
Reading Comprehension 4.03 Always 2
The category of the reading strategy commonly employed by the content area
teachers is 1. Strategy in making connections; then 2. Reading comprehension strategies;
followed by 3. Strategy in building vocabulary and the last 4., the strategy in using
reading tools.
Table 4. Common Reading Strategies Employed by Content Area Teachers
Based on Rank.
Reading Strategies Mean/Description Rank

Relating the concepts and new knowledge to the 4.63 Always 1
situations and experiences of students.

Guiding students to connect prior knowledge to 4.56 Always 2
the new one.

Helping Students create mental or visual image of 4.50 Always 3
a word.
Organizing the lesson from the easiest to the 4.50- Always 3
complex.
Guiding students to get the main idea or key 4.50 Always 3
concepts of the lesson
When taken as a whole, the common reading strategies employed by the content
area teachers are: 1. Relating the concepts and new knowledge to the situations and
experiences of students ( M=4.63) which is interpreted as always; 2. Guiding
students to connect prior knowledge to the new one ( M=4.56), always; 3. Helping
students create mental or visual image of a word, ( M= 4.50); Organizing the lesson
34
from the easiest to the complex ( M=4.50); Guiding students to get the main idea or key
concepts of the lesson( M=4.50 ) all the rank three are interpreted as Always.
Table 5. Least Commonly Employed Reading Strategies by the Content Area
Teachers based on Rank.

Using video clips and presentations to stimulate 2.69 Sometimes 1
thinking among students.

Exposing students to different types of texts and 2.88 Sometimes 2
reading materials such as newspapers, reports,
blogs, journals and research papers.
Making use of reference materials like dictionary 3.31- Often 3
and thesaurus to give meaning to the word.

Using the structure of the word like prefixes, 3.56 Often 4
suffixes and root words to give meaning to the
difficult word.
The least employed reading strategies based on the mean and rank are: Rank 1,Using
video clips and presentations to stimulate thinking among students ( M=2.69) ;Rank 2,
Exposing students to different types of texts and reading materials such as newspapers,
reports, blogs, journals and research papers ( M=2.88) which were both interpreted as
sometimes employed by teachers. Meanwhile, the strategy , Making use of reference
materials like dictionary and thesaurus to give meaning to the word is (M=3.31) and
Using the structure of the word like prefixes, suffixes and root words to give meaning to
35
the difficult word ( M=2.56 ) which ranked 3rd and 4th in the least employed reading
strategies respectively, both are interpreted as often.
Table 6 Reading Strategies Employed by the Content Area Teachers when
Grouped according to Sex.
When taken as according to sex Mean Description

Male 3.92 Often
Female 4.04 Always
When taken according to sex, male got the mean of 3.92 which is interpreted as
often and female got the mean of 4.04 , which means that female teachers always
employ the reading strategies when they teach.
Table 7 Rank of the Common Reading Strategies Employed by the Male Content
Area Teacher Based on Reading Categories

36
Based on the reading categories, the male content area teachers employ
reading strategies on making connections ( M=4.23) Rank 1; Rank 2 is reading
comprehension strategies ( M= 4.10); Rank 3 is vocabulary building strategies (M=3.67);
and last is rank 4, strategies using reading tools ( M= 3.56). making connections and
reading comprehension strategies are Always while building vocabulary and using
reading tools strategies as Often used.
Table 8 Common Reading Strategies Employed by Male Content Area
Teachers

Helping students create mental or visual image of 4.67 Always 1
a word..
the new one.

Relating new knowledge to the experiences of 4.67 Always 1
students
Asking questions after the students read to help 4.67- Always 1
shape their thinking for the reminder of the
reading
The most common reading strategies employed by male content area teachers
are: Helping students create a visual image of a word; guiding students to connect prior
knowledge to the new one; relating new knowledge to the experiences of students; asking
questions after the students read to help shape their thinking for the remainder of the
37
reading and guiding students to get the main idea or key concepts of the lesson. All of
these have the same mean ( M=4.67) and these strategies are Always employed by the
male teachers. All the above strategies are Always used by male content area
teachers.
Table 9 Least Commonly Employed Reading Strategies by the Male
Content Area Teachers

Using video clips and presentations to stimulate 2.00 - sometimes 1
Exposing students to different types of texts and 2.50 sometimes 2

Using the structure of the word like 2.58 sometimes 3
prefixes, suffixes and root words to give meaning
to the difficult word.
Table 9 presents the least used strategies of male content area teachers.
Rank 1 as the least used strategy is using video clips and presentations to stimulate
thinking among students( M=2.00); then rank 2 ,exposing students to different types of
texts and reading materials such as newspaper, reports, blogs, journals and research paper
( M=2.50) and rank 3, using the structure of the word like prefixes,suffixes and root
words to give meaning to the difficult word ( M=2.58). These strategies are sometimes
employed by male content area teachers.

38
Table 10 Rank of the Common Reading Strategies Employed by the
Female Content Area Teacher Based on Reading Categories.

Building Vocabulary 4.20 Always 2
The reading categories most commonly employed by female content area
teachers are: Rank 1 , making connections ( M=4.36); Rank 2, building vocabulary
( M=4.20); Rank 3, reading comprehension strategies ( M=4.04). The three reading
categories are Always used by female content area teachers and Rank 4 is using reading
tools ( M=3.80) which is interpreted as Often used by female content area teachers.
Table 11 Common Reading Strategies Employed by Female Content Area
Teachers

a word..
Organizing the lesson from the easiest to the 4.60 Always 1
complex.
Identifying the meaning of the word based on the 4.50 Always 2
context or on how it is used in the sentence.

Activating students prior knowledge before 4.40- Always 3
presenting new concepts or topics.


39
Making students summarize the lesson or topic. 4.40 Always 3
The table shows the common reading strategies employed by female
respondents. Rank 1 are: helping students create mental or visual image of a word and
organizing the lesson from the easiest to the complex both have a mean of 4.60 which
mean that these strategies are always used by female teachers.Rank 2 is identifying the
meaning of the wordbased on the context or on how it is used in the sentence ( M=4.50)
which is always used strategy. Rank 3 are: activating students prior knowledge before
presenting new concepts or topics, guiding students to get the main idea of key concepts
of the lesson and making students summarize the lesson or the topic ( M=4.40). These
strategies are also Always used by the female content area teachers.
Table 12 Least Commonly Employed Reading Strategies by the Female Content
Area Teachers based on Rank

Exposing students to different types of texts and 3.10 Often 1
Using video clips and presentations to stimulate 3.10 Often 1

Making use of reference materials like 3.50- Often 2
dictionary and thesaurus to give meaning to the

40
word
The least employed reading strategies are: Rank 1 exposing students to different
types of texts and reading materials such as newspapers, reports, blogs, journals and
research papers and using video clips and presentations to stimulate thinking among
students , both with a mean of 3.10 which is often used by the female respondents. Rank
2 is Making use of reference materials like dictionary and thesaurus to give meaning to
the word ( M=3.50) which is interpreted as Often employed.
Table 13 Reading strategies Employed by the Content Area Teachers when Grouped
according to Subject Taught.
When taken as according Mean Description Rank
to Subject Taught
Math 3.61 Often 6
Science 4.35 Always 2
AP/HEKASI 4.15 Always 3
CL 4.00 Always 4
MAPEH 4.52 Always 1
TLE 3.56 Often 5
When the respondents are grouped according to subjects taught, MAPEH
teachers have the highest mean ( M=4.52) Rank 1, followed by Science teachers
( M=4.35) Rank 2, then, AP/HEKASI teachers (M=4.15) Rank 3, Christian Living
teachers CL ( 4.00) Rank 4. The results show that MAPEH,Science,AP/HEKASI and CL
teachers Always employ the reading strategies. While the TLE /HELE teachers have a
41
mean of 3.56 Rank 5 and the last are the MATH teachers( M=3.61) Rank 6 which mean
that TLE and Math teachers Often use the reading strategies.
Table 14 Rank of the Common Reading Strategies Employed by Math
Content Area Teachers Based on Reading Categories.

Making Connections 3.95 Often 1
Developing Reading Comprehension Skills 3.85 Often 2
When taken according to general reading categories, Math teachers
often use Strategies in making connection Rank 1, M=3.95; Rank 2 is developing
reading comprehension skills ( M=3.85), Rank 3 is using reading tools (M=3.25) and the
last is building vocabulary M=3.20 which are also interpreted as Often employed
reading strategies.
Table 15 Common Reading Strategies Employed by Math Teachers

Getting the main idea or key concepts of the 5.00 1
lesson.
Asking questions after the students read the 4.75 Always 2
section to help students shape their thinking

42
a word..
Guiding students to connect their prior knowledge 4.50 Always 4
to the new one

Organizing the lesson from the easiest to the 4.50- Always 4
complex
Relating new knowledge to the experiences of 4.25- Always 5
students
Using guide questions and prompts that will help 4.25 Always 5
students predict or make assumptions about the
lesson
When grouped according to specific reading strategies, the common
reading strategies employed by Math teachers are: Rank 1, Getting the main idea or key
concepts of the lesson. ( M=5.00); Rank 2, Asking questions after the students read the
section to help students shape their thinking ( M=4.75), Rank 3, helping Students create
mental or visual image of a word (M=4.60) ; Rank 4, Organizing the lesson from the
easiest to the complex ( M=4.50); Rank 5, Relating new knowledge to the experiences of
students ( M=4.25); and Using guide questions and prompts that will help students
predict or make assumptions about the lesson ( 4.25). All the above strategies are
Always used by Math content area teachers.
Table 16 Least Common Reading Strategies Employed by Math Teachers

43
Using video clips and presentations to stimulate 1.5 rarely 1

Exposing students to different types of texts and 1.75 rarely 2
blogs, research journals,papers

Making use of reference materials like 2.0- sometimes 3
dictionary and thesaurus to give meaning to the
word
Table 16 presents the least employed reading strategies by the Math
content area teachers. Rank 1 is using video clips and presentations to stimulate thinking
among students ( M=1.5) and Rank 2, exposing students to different types of texts and
reading materials such as newspapers, reports, blogs, research journals,papers ( M=1.75),
bothe are Rarely employed by Math teachers and Rank 3 is making use of reference
materials like dictionary and thesaurus to give meaning to the word ( M=2.0 ) which is
Sometimes used.
Table 17 Rank of the Common Reading Strategies Employed by Science
Content Area Teachers Based on Reading Categories

44
Table 17 shows the categories of reading strategies employed by Science
teachers. Reank 1 ,Developing Reading Comprehension Skills (M= 4.43 ); Rank 2,
Building Vocabulary ( M=4.41), Rank 3, Making Connections ( M=4.13) and the last is
using reading tools ( M=4.06) Rank 4. Al;l these are Often used by Science content
area teachers.
Table 18 Common Reading Strategies Employed by Science Teachers

Using the structure of the word like prefixes, 5.00 Always 1
suffixes and root words to give meaning to the
difficult word.
Making students summarize the lesson or topic 5.00 Always 1
Providing opportunities for students to make 4.67 Always 2
generalizations
Using pictures, diagrams ,concept maps and 4.67 Always 2
charts and other materials to facilitate effective
understanding of the topic.

presenting new concepts.

Helping students to create visual image of the 4.67- Always 2
word.
The common reading strategies employed by Science teachers are: Rank 1,
using the structure of the word like prefixes, suffixes and root words to give meaning to
the difficult word and making students summarize the lesson or topic ( M=5.0) which is
45
Always. Rank 2 are providing opportunities for students to make generalizations, using
pictures, diagrams ,concept maps and charts and other materials to facilitate effective
understanding of the topic, Activating students prior knowledge before presenting new
concepts, helping students to create visual image of the word ( M=4.67) which are also
Always used by Science teachers.
Table 19 Least Common Reading Strategies Employed by Science Teachers

Making use of reference materials like dictionary 3.67 often 1
and thesaurus to give meaning to the word

Exposing students to different types of texts and 3.67 often 1
blogs, research journals,papers

Using video clips and presentations to 3.67 often 1
stimulate thinking among students.
The least employed reading strategies of the Science teachers are: Rank 1
making use of reference materials like dictionary and thesaurus to give meaning to the
word, exposing students to different types of texts and reading materials such as
newspapers, reports, blogs, research journals,papers, using video clips and presentations
to stimulate thinking among students ( M=3.67). These are interpreted as Often
employed reading strategies.
Table 20 Rank of the Common Reading Strategies Employed by AP/HEKASI

46

Table 20 shows the general reading strategies employed by
AP/HEKASI teachers. Strategies in Building Vocabulary is ranked 1 ( M= 4.53) , Rank 2
is making connections ( M=4.33), Rank 3 , strategies in developing reading
comprehension skills ( M= 4.00) and the last Rank 4 is using reading tools (M=3.94). All
categories are Often employed by AP/HEKASI teachers.
Table 21 Common Reading Strategies Employed by HEKASI/AP Teachers

Helping students to create visual image of the 4.67- Always 1
word.
presenting new concepts.

Identifying the meaning of a word through 4.67- Always 1
context clues or how it is used in the sentence.

Providing time for students for brainstorming and 4.67 Always 1
buzz sessions for them to share insights to
stimulate prior knowledge and thinking processes

Making students summarize the lesson or topic 4.67 Always 1
Helping students create visuals and other forms of 4.67 Always 1
notes to show their understanding of the topic.

Encouraging students to make hypothesis or 4.67 Always 1
guesses or predictions of what might be coming

47
out of the text or lesson.
There are seven reading strategies that are Always employed by the
AP/HEKASI teachers with the same mean, ( M= 4.67): Helping students to create visual
image of the word; activating students prior knowledge before presenting new concepts;
Identifying the meaning of a word through context clues or how it is used in the
sentence.; Providing time for students for brainstorming and buzz sessions for them to
share insights to stimulate prior knowledge and thinking processes ; Making students
summarize the lesson or topic ; Helping students create visuals and other forms of notes
to show their understanding of the topic.; Helping students create visuals and other forms
of notes to show their understanding of the topic ; Encouraging students to make
hypothesis or guesses or predictions of what might be coming out of the text or lesson.
Table 22 Least Common Reading Strategies Employed by HEKASI/AP
Teachers

Using video clips and presentations to stimulate 3.33 often 1

blogs, research journals, papers

Teaching students to evaluate their own learning 3.33 often 1
Allowing students to classify and categorize ideas 3.33 often 1
from the lesson.

48
The least employed strategies by the AP/HEKASI teachers are: Using
video clips and presentations to stimulate thinking among students; Exposing students to
different types of texts and reading materials such as newspapers, reports, blogs, research
journals, papers; Teaching students to evaluate their own learning ; Allowing students to
classify and categorize ideas from the lesson. They all have common means of 3.33
which is interpreted as Often employed.
Table 23 Rank of the Common Reading Strategies Employed by CL Content
Area Teachers Based on Reading Categories.

The Christian Living (CL) teachers employ the following strategies based
on categories. Rank 1 is making connections ( M=4.4); Rank 2, strategies in developing
reading comprehension skills ( M= 3.95), Rank 3 , using reading tools and the last is
building vocabulary strategies ( M= 4.1). these categories are interpreted as Often
employed reading strategies by CL teachers.
Table 24 Common Reading Strategies Employed by CL Teachers

Relating concepts and new knowledge to the 5.0- Always 1
49
Helping students create mental and visual image 4.50- Always 2

of the word
Associating the unknown words to ideas and 4.50- Always 2

concepts that students have already known
Activating students prior knowledge before 4.50 Always 2

presenting new concepts and topics.

new ones.
Asking questions after students have read the 4.50 Always 2

section to help shape their thinking.
Using guide questions and prompts that will help 4.50 Always 2
students predict and make assumptions about the
lesson or the topic.
When taken into specific reading strategies, the common reading
strategies employed by CL teachers are: Rank 1, relating concepts and new knowledge to
the situations and experiences of students ( M= 5.00) ; Rank 2 are: Helping students
create mental and visual image of the word ; Associating the unknown words to ideas and
concepts that students have already known ; Activating students prior knowledge before
presenting new concepts and topics ; Asking questions after students have read the
section to help shape their thinking ; Using guide questions and prompts that will help
students predict and make assumptions about the lesson or the topic. ( M= 4.50). They are
Always employed by CL teachers.
Table 25 Least Common Reading Strategies Employed by CL Teachers

Using video clips and presentations to stimulate 2.5 sometimes 1
50
thinking of students.

reading materials such as
newspaper,reports,blogs, research journals and
papers.
Using models,replicas,representations and mock 3.5 often 2
ups in presenting concepts or ideas
The least employed reading strategies employed by the CL teachers
based on table 23 are: Rank 1 Using video clips and presentations to stimulate thinking of
students ( M= 2.50) which is sometimes employed ; Rank 2 , Exposing students to
different types of texts and reading materials such as newspaper,reports,blogs, research
journals and papers and Using models,replicas,representations and mock upsin presenting
concepts or ideas ( M= 3.5) which is Often employed reading strategies.
Table 26 Rank of the Common Reading Strategies Employed by MAPEH

Using Reading Tools 4.25 Always 4
Developing Reading Comprehension Skills 4.55 Always 3
MAPEH teachers employ strategies in making connections as Rank 1
among the categories of reading strategies (M-= 4.7) ; Rank 2 Building Vocabulary
( M=4.60) ; Rank 3 developing reading comprehension skills ( M= 4.55) and the last is
Using reading tools, rank 4 (M= 4.25). They are all Always employed by MAPEH
teachers.
51
Table 27 Common Reading Strategies Employed by MAPEH Teachers

Organizing lessons by clarifying simple ideas first 5.0- Always 1
then proceeding to the complex.
Getting the main idea or key concepts of the 5.0- Always 1

lesson.
Allowing students to categorize ideas: main ideas 5.0- Always 1

and supporting ideas.
Using pictures ,diagrams, concept maps and 5.0- Always 1

Using models,replicas,representations and mock 5.0- Always 1

upsin presenting concepts or ideas
Asking questions after students have read the 5.0- Always 1

Using talk aloud and think aloud strategies to 5.0- Always 1

facilitate comprehension and full understanding
of the topic.
The common reading strategies employed by MAPEH teachers are:
Rank 1 with mean of ( M=5.0) Organizing lessons by clarifying simple ideas first then
proceeding to the complex; Getting the main idea or key concepts of the lesson ;
Allowing students to categorize ideas: main ideas and supporting ideas ; Using pictures
,diagrams, concept maps and charts and other materials to facilitate effective
understanding of the topic ; Using models,replicas,representations and mock upsin
presenting concepts or ideas ; Asking questions after students have read the section to
help shape their thinking ; Using talk aloud and think aloud strategies to facilitate
comprehension and full understanding of the topic.

52
Table 28 Least Common Reading Strategies Employed by MAPEH
Teachers

reading materials such as newspaper ,reports,
blogs, research journals and papers.
Using video clips and presentations to stimulate 3.5 often 2
Encouraging students to make hypotheses or 3.5 often 2

guesses or predictions to what might be coming
The least employed reading strategies of the MAPEH teachers are :
Rank 1, Exposing students to different types of texts and reading materials such as
newspaper ,reports, blogs, research journals and papers ( M= 2.5) which is interpreted as
sometimes ; Rank 2 are: Using video clips and presentations to stimulate thinking of
students and Encouraging students to make hypotheses or guesses or predictions to what
might be coming out of the text or lesson, with the mean of (M=3.5) which are often
employed.
Table 29 Rank of the Common Reading Strategies Employed by TLE Content
Area Teachers Based on Reading Categories

53

The common reading strategies of TLE teachers based on general
categories are : Rank 1 is making connections (M=3.48) ; Rank 2, Developing reading
comprehension skills ( M= 3.70) ; Rank 3 , Using reading tools ( M=3.42) and Rank 4 is
building vocabulary ( M=3.2). They are all Often used by TLE teachers.
Table 30 Common Reading Strategies Employed by TLE Teachers

Helping students create mental and visual image 4.5- Often 1
of the word.
Relating concepts and new knowledge to the 4.5- Often 1

Asking questions after students have read the 4.5- Often 1

Using guide questions and prompts that will help 4.5- Often 1
students predict and make assumptions about the
lesson or the topic.
The common reading strategies employed by TLE teachers yielded the
same means of 4.5 which is interpreted as Often employed. They are: Helping students
create mental and visual image of the word ; Relating concepts and new knowledge to the
54
situations and experiences of students ; Asking questions after students have read the
section to help shape their thinking and Using guide questions and prompts that will help
students predict and make assumptions about the lesson or the topic.
Table 31 Least Common Reading Strategies Employed by TLE Teachers

Making use of reference materials like dictionary 2.5 sometimes 1
and thesaurus to give meaning to a word.

Encouraging students to make hypotheses or 3.0 often 2

guesses or predictions to what might be coming
Table 31 shows the least employed reading strategies of TLE teachers.
Rank 1 are Making use of reference materials like dictionary and thesaurus to give
meaning to a word and Using video clips and presentations to stimulate thinking of
students ( M=2.5 ) which are sometimes employed.. Rank 2 is, Encouraging students to
55
make hypotheses or guesses or predictions to what might be coming out of the text or
lesson ( M=3.0) which is Often employed by the TLE teachers.
Table 32 Reading Strategies Employed by the Content Area Teachers
when Grouped according to Teaching Status
When taken as according to Mean Description
teaching status:
Permanent 3.83 Often
Continuing- Probationary 4.05 Always
Newly Hired 4.01 Always
When grouped according to teaching status, the reading strategies are
Often employed by permanent faculty ( M= 3.83) ; Always employed by continuing
probationary teachers ( M= 4.05) and newly-hired teachers ( M=4.01).
Table 33 Rank of the Common Reading Strategies Employed by
Permanent Teachers Based on Reading Categories.

56
Permanent teachers employed the following reading strategies based on
reading categories. Rank 1 is making connections ( M= 4.4) ; Rank 2 is developing
reading comprehension skills ( M= 4.17) which are Always employed by permanent
teachers which Rank 3 and 4 are Often employed , Using reading tools and building
vocabulary respectively.
Table 34 Common Reading Strategies Employed by Permanent Teachers

Guiding students to connect prior knowledge to 5.0- Always 1
new ones
Helping students create mental and visual image 4.5- Always 2

of the word

presenting new concepts and topics.
Asking questions after students have read the 4.5- Always 2


Getting the main idea or key concepts of the 4.5- Always 2

lesson.
Allowing students to categorize ideas: main ideas 4.5- Always 2

and supporting ideas.
Teaching students to compare and contrast and 4.5- Always 2

using analogy of concepts and ideas.
Providing opportunities for students to share their 4.5- Always 2

insights and make generalizations about the topic
or lesson.
Making students summarize the lesson or topic 4.5- Always 2

57
Table 34 shows the common reading strategies employed by permanent teachers.
Rank 1 is, Guiding students to connect prior knowledge to new ones ( M=5.0) ; Rank 2
are: Helping students create mental and visual image of the word ; Activating students
prior knowledge before presenting new concepts and topics ; Asking questions after
students have read the section to help shape their thinking ; Organizing lessons by
clarifying simple ideas first then proceeding to the complex. ; Getting the main idea or
key concepts of the lesson ; Allowing students to categorize ideas: main ideas and
supporting ideas ; Teaching students to compare and contrast and using analogy of
concepts and ideas ; Providing opportunities for students to share their insights and make
generalizations about the topic or lesson and Making students summarize the lesson or
topic with the mean of 4.5, which means that they are also Always employed by the
permanent teachers.
Table 35 Least Common Reading Strategies Employed by Permanent
Teachers

Exposing students to different types of texts and 1.0 rarely 1
reading materials such as newspaper, reports,
blogs, research journals and papers.

58
The least common employed reading strategies of the permanent teachers
are: Rank 1 is Exposing students to different types of texts and reading materials such as
newspaper, reports, blogs, research journals and papers ( M=1.0) which is rarely
employed and Rank 2 with the mean of 2.0 which are sometimes employed , Using video
clips and presentations to stimulate thinking of students and Making use of reference
materials like dictionary and thesaurus to give meaning to a word.
Table 36 Rank of the Common Reading Strategies Employed by
Continuing Probationary Content Area Teachers Based on Reading Categories.

The common reading strategies employed by continuing probationary
teachers based on reading categories are : Rank 1 Making Connections ( M=4.90) ; Rank
2 , developing reading comprehension skills ( M=4.3) which are both Always
employed. Rank 3 is using reading tools ( M=3.94) and Rank 4 is building vocabulary
( M=3.80) which Often employed by continuing probationary teachers.
Table 37 Common Reading Strategies Employed by Continuing
Probationary Teachers

Using pictures ,diagrams, concept maps and 4.67- Always 1
59

Table 37 presents the specific reading strategies employed by continuing
probationary teachers Rank 1 with the same means ( M=4.67) Using pictures ,diagrams,
concept maps and charts and other materials to facilitate effective understanding of the
topic ; Organizing lessons by clarifying simple ideas first then proceeding to the complex
and Making students summarize the lesson or topic. These reading strategies are
Always employed.
Table 38 Least Common Reading Strategies Employed by Continuing
Probationary Teachers

Giving meaning of the word based on context 2.33 sometimes 1

clues or how it is used in the sentence.

Table 38 shows the least employed reading strategies are: Using video
clips and presentations to stimulate thinking of students ; Giving meaning of the word
based on context clues or how it is used in the sentence and Making use of reference
60
materials like dictionary and thesaurus to give meaning to a word ( M=2.33) which are
sometimes employed by continuing probationary teachers.
Table 39 Rank of the Common Reading Strategies Employed by Newly
Hired Content Area Teachers Based on Reading Categories.

Based on the reading categories, the common reading strategies employed
by newly-hired teachers are : Rank 1 Making connections ( M= 4.44) ; Rank 2 Building
Vocabulary (4.02) ; Rank 3, Developing Reading Comprehension Skills ( M=3.92) and
Rank 4 is Using reading tools ( M=3.71). Rank 1 and 2 are Always employed while
Ranks 3 and 4 are Often employed by newly-hired teachers.
Table 40 Common Reading Strategies Employed by Newly-Hired Teachers

Guiding students to connect prior knowledge to 4.72- Always 1
new ones.
Helping students create mental and visual image 4.54 - Always 2

of the word.
Asking questions after students have read the 4.45 Always 3

61
Getting the main idea or key concepts of the 4.45 - Always 3

lesson.
The common reading strategies employed by newly-hired teachers are:
Rank 1 Guiding students to connect prior knowledge to new ones and Making students
summarize the lesson or topic ( M=4.72) which are Always employed ; Rank 2 is
Helping students create mental and visual image of the word ( 4.52) ; Rank 3 are Asking
questions after students have read the section to help shape their thinking and Getting the
main idea or key concepts of the lesson with the means of 4.45 which are Always
employed by newly- hired teachers.
Table 41 Least Common Reading Strategies Employed by Newly-Hired
Teachers

reading materials such as
newspaper,reports,blogs, research journals and
papers.
62
The least common reading strategies employed by newly-hired teachers
are : Rank 1 Exposing students to different types of texts and reading materials such as
newspaper,reports,blogs, research journals and papers ( M=2.81) and rank 2 Using video
clips and presentations to stimulate thinking of students ( 2.90) which are Sometimes
employed by newly-hired teachers.
Inferential Data Analysis
Table 42 t-test Result of the Reading Strategies Employed Content Area
Teachers when Grouped According to Sex.
Category Mean t-value Df Sig.

Male 3.92
-0.22 25 -1.96
Female 4.04
P 0.05
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Table 42 indicates that a significant difference existed in the reading
strategies employed by content area teachers when grouped according to sex. Results
yielded the t-value of -0.22 is greater than the tabulated value -1.96. The null hypothesis
is rejected, hence; the reading strategies employed by male and female content area
teachers vary.
Table 43 One way ANOVA Result of the Reading Strategies Employed by
Content Area Teachers when Grouped According to Subject Taught
Source of Sum of df Mean of F Ratio Tabulated
Variation Squares Squares
Between Groups 19.72 5 3.944
10.54 2.27
Within Groups 56.13 150 .3742

P 0.05
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The One Way ANOVA result shows that significant difference existed in
the reading strategies employed by the content area teachers when grouped according to
subject taught. Result yielded F-value 10.54 is greater than the tabulated value 2.27. The
null hypothesis is rejected which means that the reading strategies employed by the
content area teachers were not the same when grouped according to subject taught.
Table 44 One Way ANOVA Result of the Reading Strategies Employed by
the Content Area Teachers When Grouped According to Teaching Status
Source of Sum of df Mean of F Ratio Tabulated
Variation Squares Squares
Between Groups 2.23 2 1.115
2.57 3.12
Within Groups 32.55 75 0.434

P 0.05
65
The table shows that no significant difference existed in the reading
strategies employed by the content area teachers when grouped according to teaching
status. The computed value 2.27 is less than the tabulated value of 3.12. The null
hypothesis is then accepted. Hence, the reading strategies employed by permanent,
continuing probationary and newly-hired teachers are the same.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study dealt with the reading strategies employed by content area teachers of
the College of St. John Roxas for the SY 2012-2013. Specifically, the study attempted to
answer the following questions:
1. What are the common reading strategies employed by the content area teachers
when taken as a whole?

66
2. What are the common reading strategies employed by the content area teachers
when grouped according to sex, teaching status and subject taught?
3. Is there a significant difference among the reading strategies used by the
content area teachers according to sex, teaching status and subject taught?
Based on the statements of the problem, the researcher advanced the hypothesis
that there is no significant difference among the reading strategies used by the content
area teachers according to sex, teaching status and subject taught.
The study was conducted in January 2013 at the College of St. John-Roxas Basic
Education Unit. The respondents of the study were the 16 teachers from the grade school
and high. They were grouped according to sex, subject taught and teaching status.
The data were gathered using the researcher-made checklist based on the reading
strategies questionnaire checklist of the Association of Supervisors and Curriculum
Developers (ASCD).
The date obtained from the study were subjected to appropriate statistical
treatment. Mean and rank were used for descriptive data analysis of the common and
least employed reading strategies by the content area teachers. t-test is used to determine
the significant difference in the reading strategies employed by content area teachers
when grouped according to sex while One Way ANOVA was used to determine the
67
significant difference in the reading strategies employed by content area teachers when
taken according to subject taught and teaching status.
Findings
The findings of the present study were the following:
1. When taken as a whole, the content area teachers always use the reading strategies in
teaching.
2. When taken according to sex, male got the mean of 3.92 which is interpreted as
often and female got the mean of 4.04 , which means that female teachers always
employ the reading strategies when they teach..
3. When the respondents are grouped according to subjects taught, MAPEH teachers had
the highest mean ( M=4.52) Rank 1, followed by Science teachers ( M=4.35) Rank 2,
then, AP/HEKASI teachers (M=4.15) Rank 3, Christian Living teachers CL ( 4.00)
Rank 4. The results show that MAPEH,Science,AP/HEKASI and CL teachers
Always employ the reading strategies. While the TLE /HELE teachers have a mean of
3.56 Rank 5 and the last are the MATH teachers( M=3.61) Rank 6 which mean that TLE
and Math teachers Often use the reading strategies.
4. When grouped according to teaching status, the reading strategies were Always
employed by continuing probationary teachers ( M= 4.05) Rank 1 and newly-hired

68
teachers ( M=4.01) rank 2. Meanwhile they were Often employed by permanent faculty
( M= 3.83) Rank 3.
5. When taken according to reading categories, as a whole, the category of the reading
strategy commonly employed by the content area teachers is Rank 1. Strategy in making
connections; then Rank 2. Reading comprehension strategies; followed by Rank 3.
Strategy in building vocabulary and the last Rank 4., the strategy in using reading tools.
6. Based on the reading categories, the male content area teachers employ reading
strategies on making connections ( M=4.23) Rank 1; Rank 2 is reading comprehension
strategies ( M= 4.10); Rank 3 is vocabulary building strategies (M=3.67); and last is rank
4, strategies using reading tools ( M= 3.56). Making connections and reading
comprehension strategies are Always while building vocabulary and using reading
tools strategies as Often used.
7. The reading categories most commonly employed by female content area teachers are:
Rank 1 , making connections ( M=4.36); Rank 2, building vocabulary ( M=4.20);
Rank 3, reading comprehension strategies ( M=4.04). The three reading categories are
Always used by female content area teachers and Rank 4 is using reading tools ( M=3.80)
which is interpreted as Often used by female content area teachers.
8. When taken according to general reading categories, Math teachers often use
Strategies in making connection Rank 1, M=3.95; Rank 2 is developing reading
comprehension skills ( M=3.85), Rank 3 is using reading tools (M=3.25) and the last is
building vocabulary M=3.20 which are also interpreted as Often employed reading
strategies.
69
9. The categories of reading strategies employed by Science teachers. Rank 1
,Developing Reading Comprehension Skills (M= 4.43 ); Rank 2, Building Vocabulary
( M=4.41), Rank 3, Making Connections ( M=4.13) and the last is using reading tools
( M=4.06) Rank 4. Al;l these are Often used by Science content area teachers.
10. The general reading strategies employed by AP/HEKASI teachers. Strategies in
Building Vocabulary is ranked 1 ( M= 4.53) , Rank 2 is making connections ( M=4.33),
Rank 3 , strategies in developing reading comprehension skills ( M= 4.00) and the last
Rank 4 is using reading tools (M=3.94). All categories are Often employed by
AP/HEKASI teachers.
11. The Christian Living (CL) teachers employ the following strategies based on
categories. Rank 1 is making connections ( M=4.4); Rank 2, strategies in developing
reading comprehension skills ( M= 3.95), Rank 3 , using reading tools and the last is
building vocabulary strategies ( M= 4.1). these categories are interpreted as Often
employed reading strategies by CL teachers.
12. MAPEH teachers employ strategies in making connections as Rank 1 among the
categories of reading strategies (M-= 4.7) ; Rank 2 Building Vocabulary ( M=4.60)
; Rank 3 developing reading comprehension skills ( M= 4.55) and the last is Using
reading tools, rank 4 (M= 4.25). They are all Always employed by MAPEH teachers.
13.The common reading strategies of TLE teachers based on general categories are :
Rank 1 is making connections (M=3.48) ; Rank 2, Developing reading comprehension
skills ( M= 3.70) ; Rank 3 , Using reading tools ( M=3.42) and Rank 4 is building
vocabulary ( M=3.2). They are all Often used by TLE teachers.

70
14. Permanent teachers employed the following reading strategies based on reading
categories. Rank 1 is making connections ( M= 4.4) ; Rank 2 is developing reading
comprehension skills ( M= 4.17) which are Always employed by permanent teachers
which Rank 3 and 4 are Often employed , Using reading tools and building vocabulary
respectively.
15. The common reading strategies employed by continuing probationary teachers based
on reading categories are : Rank 1 Making Connections ( M=4.90) ; Rank 2 , developing
reading comprehension skills ( M=4.3) which are both Always employed. Rank 3 is
using reading tools ( M=3.94) and Rank 4 is building vocabulary ( M=3.80) which is
Often employed by continuing probationary teachers.
16. Based on the reading categories, the common reading strategies employed by newly-
hired teachers are : Rank 1 Making connections ( M= 4.44) ; Rank 2 Building Vocabulary
(4.02) ; Rank 3, Developing Reading Comprehension Skills ( M=3.92) and Rank 4 is
Using reading tools ( M=3.71). Rank 1 and 2 are Always employed while Ranks 3
and 4 are Often employed by newly-hired teachers
17. The common specific reading strategies employed by content area teachers are:
- Relating the concepts and new knowledge to the situations and experiences of
students
- Guiding students to connect prior knowledge to the new one
- Helping students create mental or visual image of a word
- Organizing the lesson from the easiest to the complex

71
- Guiding students to get the main idea or key concepts of the lesson
18. The least employed specific reading strategies of the content area teachers are:
- Using video clips and presentations to stimulate thinking among students
- Exposing students to different types of texts and reading materials such as
newspapers, reports, blogs, journals and research papers
-Making use of reference materials like dictionary and thesaurus to give meaning to
the word
- Using the structure of the word like prefixes, suffixes and root words to give
meaning to the difficult word
19. There is a significant difference in the common strategies employed by the content
area teachers when grouped according to sex and subject taught.
20 . There is no significant difference in the reading strategies employed by content area
teachers when grouped according to teaching status.
Conclusions
Based on the findings, the following conclusions were drawn:
1. Generally, the content area teachers of the College of St. John Roxas most
frequently employ the reading strategies in teaching their content such as strategies in
making connections, developing reading comprehension skills, vocabulary building and
using reading tools.

72
2. Female content area teachers had higher extent of use of the reading strategies
compared to the male teachers.
3. When grouped according to subject taught, MAPEH teachers had the highest extent of
use of the reading strategies and the least extent of use of the reading strategies were the
MATH teachers among the content area teachers.
4. Continuing probationary teachers lead in the use of reading strategies followed by the
newly-hired teachers and the last were the permanent teachers.
5. Among the categories of reading strategies, the strategies in making connections and
reading comprehension strategies were the most commonly employed by the content area
teachers while strategies in vocabulary building and using reading tools were the least
employed.
6. The reading strategies employed by content area teachers vary when grouped
according to sex and subject taught. Hence, sex and subject taught were indicators of the
use of reading strategies.
7. When grouped according to teaching status, the reading strategies employed by
permanent, probationary and newly-hired were the same. The status of teacher , therefore;
was not a factor in the use of reading strategies.
Recommendations
Based on the findings and conclusions, the following recommendations were
formulated:
73
1. The need to constantly orient, train and coach teachers to use reading strategies must
be done by the school head and academic coordinators.
2. Special attention must be provided to the male teachers in terms of trainings and
coaching of the effective and consistent implementation and utilization of reading
strategies in teaching. Female teachers can be utilized to help the male teachers through
teaching demonstration and professional sharings.
3. The need to strengthen the faculty development program specifically the Math teachers
in the use of reading strategies. They must understand that math instruction must not be
isolated to solving only but also to understanding and analyzing details and concepts.
They must continuously attack comprehension skills and vocabulary building in teaching.
Also, Math teachers must explore on using reading tools so that comprehension skills of
students would be developed.
4. Since, the result showed that permanent teachers ranked last in the use of reading
strategies, it is strongly recommended that they be given more responsibility in training
and orienting teachers so that they push themselves to be better implementers of the
strategies. Greater accountability must be emphasized to them by assigning them as
mentors to the new teachers. Through this, they would exert more effort in improving
themselves.
5. The strategies in making connections and building comprehension skills must be done
consistently by teachers and constant evaluation of the head must be undertaken if these
strategies were effectively utilized in the classroom and if they were translated to better
student achievement.
74
6. Special faculty development program on the use of reading tools and building
vocabulary strategies be put in place. It must be made clear to the content area teachers
that these strategies are not only for English teachers but for everybody. It should be
stressed out that all teachers must be reading teachers so that literacy rate would be
improved. The program must focus on the following:
Using Reading Tools

-Using pictures ,diagrams, concept maps and charts and other materials to facilitate effective
-Using models,replicas,representations and mock upsin presenting concepts or ideas
-Asking questions after students have read the section to help shape their thinking.
-Using guide questions and prompts that will help students predict and make assumptions about
the lesson or the topic.
-Using video clips and presentations to stimulate thinking of students.
-Exposing students to different types of texts and reading materials such as

newspaper,reports,blogs, research journals and papers.
Building Vocabulary
-Using the structure of a word like prefixes, suffixes and root word in order to give
meaning to it.
-Giving meaning of the word based on context clues or how it is used in the sentence.
-Helping students create mental and visual image of the word
-Associating the unknown words to ideas and concepts that students have already known
-Making use of reference materials like dictionary and thesaurus to give meaning to a
word.
7. The least used reading strategies below must be addressed by giving special attention
by the school head.
a. Using video clips and presentations to stimulate thinking among students

75
Provide resources on the use of media technology such as internet connection and the use
of multi-media materials in the school learning resource center. Constant upgrading of
these resources must also be undertaken.
b.Exposing students to different types of texts and reading materials such as
newspapers, reports, blogs, journals and research papers
The school librarian must collaborate with subject teachers in the use of available
reference materials. He/she can help by providing teachers easy access to these materials
especially research papers and journals. The school must invest on these materials to
maximize learning of students and effective delivery modes of teaching by the teachers.
c.Making use of reference materials like dictionary and thesaurus to give meaning
to
the word
All teachers must be provided with dictionary and thesaurus so that vocabulary building
would be part of every teachers strategy. It is also recommended that all students be
required to bring these materials so that formal or incidental learning of words would take
place anytime.
d.Using the structure of the word like prefixes, suffixes and root words to give
meaning to the difficult word
Teachers must be trained to vocabulary building strategies specifically on structural
analysis so that meaningful content area learning would be intensified. This can be
coupled with contextual clues and other strategies in building vocabulary.
8. The school head must consider sex and subject taught as a factor in planning for
effective training program and faculty development activities for teaching pedagogy.
76
9. Further studies are suggested regarding the use of reading strategies specifically on
descriptive correlational design using other variables such as exposure to training
programs, level of English language proficiency and type of school.

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1

Background of the Study

succeed more in academics, it is important that every teacher is a teacher of reading

materials is the essence of creating lifetime-learners (Vacca, 1981). Content area

teachers are in a powerful position to encourage or discourage their students ability to

learn though reading.

Middle school/ secondary school students need to continue to develop additional

understand academic content available from text sources, communicate effectively,

participate in variety of communities, and negotiate in the world (Meltzer, 2001).

be taught in every subject.

be sequential, but rather developed simultaneously throughout the learners K-12

experience. In other words, a learner should be provided with instruction in learning to

academic texts (Hirsch, 2003).

Employed by Content Area Teachers of College of St. John-Roxas

Statement of the Problem

content area teachers of the College of St. John-Roxas S.Y. 2012-2013.

Specifically it aimed to answer the following questions:

teachers when taken as a whole?

teachers when grouped according to sex, teaching status and subject

3. Is there a significant difference among the reading strategies used by the

Based on the statements of the problem, this hypothesis was formulated:

1. There is no significant difference among the reading strategies used by the

Reading for Purpose Theory.

categorize experiences. According to this theory, schemata represent knowledge about

sequences of events, actions, and sequences of actions.

The Cognitive Development theory of Lev Vygotsky underscores the importance

ability to use language to guide, monitor, and control their learning.

The Purpose of Reading Instead of Reading for Purpose Theory formulated by

reading for purpose (Bowen, 1999).

This study focused on determining the respondents profile as to sex, teaching

area teachers of College of St. John -Roxas served as dependent variables.

subject they teach.

Independent Variables Dependent Variables

Subject Taught Reading Strategies

Significance of the Study

also as a global tool for competence.

to make those rules, conventions and practices apparent to the students.

School Administrators. Their main function is to plan and make decisions

literacy instruction program for content area teachers.

Scope and Delimitation of the Study

teachers of College of st. John-Roxas. Data were collected using researcher-made

questionnaire-checklist on common reading strategies.

were used conceptually and operationally.

student's fundamental education which is usually taught in elementary and secondary

study all three disciplines at least through high school.

In this study, it refers to the above mentioned subjects in elementary and

secondary levels in the College of St. John-Roxas.

In this study, it refers to the subjects teachers handling the above-mentioned

subjects in grade school and high school levels.

Continuing teachers, and permanent teachers.

Reading Strategy refers to plans or methods that can be used or taught to

understandings (Robb, 2010).

REVIEW OF RELATED LITERATURE

This chapter discusses literature and studies related to reading strategies of

content area teachers.

conclusions about their significance (Templeton, 1995).

(Williamson, 2004). These frustrations leads to incomplete homework assignments, lack

of class participation and dangerously, to their abandonment of learning altogether.

to explore and interpret texts effectively.

within content areas.

The influence of Kenneth Goodman on language education is marked by the

text. Thus, in phonics-based approaches, the emphasis is on the application of phonics

patterns and recognizing visual configuration. In addition to this, instruction involved a