Probing the Effectiveness of Concept Oriented Reading Instruction (CORI) In Improving the Reading Skills of Grade 12 Students

Abstract

The main purpose of this study is to probe the effectiveness of Concept Oriented Reading Instruction (CORI) in Improving the Reading comprehension Skills of Grade 12 Students of Paliparan II Integrated High School in response to the alarming performance of the senior high school students in reading following the effect of distance learning. The researcher employed quasi-experimental research with one group pre-test and post-test design. More so, there is no controlled group involved in the study. The pretest result served as the baseline in the identification of the respondents involved in the study.  The findings of the study revealed that there was a significant difference between the pre-test and post-test scores of the students in the writing test after the utilization of the Concept Oriented Reading Instruction (CORI). The Z-test also revealed that the performance of the students in the reading test were identical prior to the implementation of the reading strategy. In addition, there is an increment in performance of the students as shown in the learning gains as supported on the theme emerged during the interview among the students.  Furthermore, the study disclosed that teaching reading is best done through a variety of strategies and concepts taught together. This approach in teaching reading integrates reading instruction in the classroom and conceptual scientific knowledge with support of student motivation to read, not only fiction books but also information-based literature. CORI has also strengthened reading engagement as, the interplay of motivation, conceptual knowledge, strategies, and social interaction during reading activities. This supports the claim of plethora of research that the Concept Oriented Reading Instruction (CORI) is deemed effective in enhancing the reading comprehension skills of the students.