Joanne E. Bermillo, Vic Lycel T. Merto


Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation.


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