Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

Abstract

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.