Reading comprehension skill and solving mathematics problems are inseparable.  They go hand in hand.  For students who are fluent readers, by all means they have a considerable edge compared to those who are poor readers.  Researchers reveal that reading comprehension skill is a big help not only in mathematics but practically in all subject areas, especially in the second language of the Filipino children, which is English.  However, acquiring reading comprehension skill is not only applicable to the English language; the same is true to the native language, which is Filipino. Thus, a reader with good comprehension in Filipino is also good in comprehending texts of other subjects in Filipino.

            In acquiring the reading comprehension skill, it is also a must to learn the four macro skills which are reading, speaking, writing and listening.  Among these  language skills, there has been increased focus on the teaching of reading to children, since according to linguists and reading specialists, teaching reading is probably the most important skill in learning the second language.  Many are convinced with this, since a good independent reader may almost be successful in his endeavor in all reading tasks of any text in content areas resulting to high yield of achievement.

            Without the solid foundation of reading comprehension skills, most probably the children will have hard time to cope up and struggle hard throughout their schooling and also in their adult life.  Various theories exist to explain what is involved when a children read.  Current research generally views reading as an interactive process; which means that there are various factors to be considered in acquiring this macro skill.  Reading comprehension involves the text; the reader; and a social context within which the activity of learning takes place.  In reading, an individual constructs meaning through a transaction with a written text that has been created by symbols that represent language.  The transaction involves the readers’ acting on or interpreting the text, and the interpretation is influenced by the readers past experiences, language background and cultural framework, as well as the readers’ purpose for reading.  However the teachers’ purpose and expectation and intent when a children read is to make meaning and to comprehend what they read.  Celce-Murcia (2006)

            One reading comprehension strategy is the use of “how” and “why” questions to childrento improve their reading comprehension.  The use of these questions may improve their higher order thinking skills resulting to good reading comprehension.

            A teacher must seriously consider how to improve the reading comprehension skill of students. In doing so, he or she must select appropriate text materials for the reading level of the learners.  One good example is the use of textbooks.  These have a major impact on students’ motivation to read.  The text materials selected should be interesting, motivating and coherent for learners.

            All of these will add to the acquisition and mastery of reading comprehension skill that will result to higher yield of achievement.  Considering these, it is perhaps safe to say that all secondary school teachers must also be reading comprehension teachers. 

Reference:

            Celce-Murcia M.  Teaching English as a Second or Foreign Language.Thomson Learning Singapore. (2006)           

 

By: Mrs. Normita S. Garcia | Teacher III | MORONG NATIONAL HIGH SCHOOL | Morong, Bataan