Analyzing my observations, I realized that effective teaching goes

beyond just delivering content. Students need engagement, and this

requires both personal qualities like patience and enthusiasm from
the teacher, as well as professional competencies in creating
engaging lessons and managing the classroom. When these elements
are lacking, students become distracted and disengaged. This
observation highlighted the importance of a holistic approach to
teaching, considering not just what is taught but how it is taught and
the environment in which learning takes place.

This experience has made me reflect on my own strengths and

weaknesses as a future educator. I recognize the need to develop my
skills in creating interactive and engaging lessons, as well as
establishing clear classroom routines. I understand that simply
possessing knowledge is not enough; I must also be able to
effectively communicate and inspire students. This reflection has
motivated me to actively seek ways to improve my teaching practices
and create a more positive and productive learning environment for
my future students.

IMPROVING THE READING COMPREHENSION OF GRADE 8

LEARNERS USING 4RS (READ, RETELL, REACT, REFLECT)
STRATEGY
Authors: Chryzl Joy Deluao, Desiree Joy E. Bernal, Jally Be F. Padillo and Rex A.
Lim

Abstract

This study attempts to improve the reading comprehension of Grade 8

learners using the 4R strategy. Thirty-four (34) Grade 8 learners under
frustration level participated in the study. 4Rs (Read, Retell, React, Reflect) was
employed, and a reading comprehension test was used to collect the required
data. This study is action research designed to determine if there is an
improvement in students' reading comprehension after implementing the 4R
strategy. The implementation of 4R in this study frames Richard Sagor's Four-
Stage Model of action research. The researchers have developed a strategy to
address students' reading comprehension through reading, retelling, reacting,
and reflecting, hence, 4Rs. This strategy combines reading approaches to cater
to the essential factors necessary for compelling reading. Mean and Standard
Deviation were used to determine the students' comprehension level during pre-
test and post-test and determine how dispersed the scores were. Paired Sample
T-test was also employed to determine the significant difference between the
pre-test and post-test scores. The findings revealed significant differences
between students' pre-test and post-test reading comprehension levels using
the 4Rs strategy. The study concludes that adopting the 4Rs strategy improves
the Grade 8 learners reading comprehension.
 Improving the Reading Comprehension of Grade 8
Learners Using 4Rs (Read, Retell, React, Reflect)
Strategy
This research article, published in the International Journal of Humanities, Art and
Social Studies (IJHAS) in May 2022, examines the effectiveness of the 4Rs (Read,
Retell, React, Reflect) strategy in improving the reading comprehension of Grade 8
learners in the Philippines. The authors, Chryzl Joy Deluao, Desiree Joy E. Bernal, Jally
Be F. Padillo, and Rex A. Lim, conducted an action research study to determine if the
4Rs strategy could elevate the reading comprehension levels of students classified as
"frustration readers" based on the Philippine Informal Reading Inventory (Phil-IRI) Tool.

I. Introduction

The study highlights the alarming reading comprehension rates of Filipino students,
particularly those classified as "frustration readers," who struggle with understanding
and processing written text. The authors emphasize the importance of reading as a
foundational skill and its connection to overall academic success. The article identifies
the need for effective reading strategies and a proactive approach to address this
issue. The research aims to evaluate the effectiveness of the 4Rs strategy in improving
the reading comprehension of these struggling students.

II. Background and Motivation

The authors explore the complexities of reading comprehension and the role of various
factors, including the reader, text, reading act, context, and teaching strategies. They
emphasize the significance of providing targeted support to struggling readers, noting
that traditional teaching methods may not be sufficient. The 4Rs strategy is presented
as a potential solution to address this challenge.

III. Contributions

The primary contribution of the study lies in the development and evaluation of the 4Rs
reading comprehension strategy. The strategy integrates four steps: Read, Retell,
React, and Reflect. The authors detail how each step contributes to a more active and
engaging reading experience, incorporating elements of dialogic reading, text talk, and
metacognitive strategies.
IV. Methodology

The study employed an action research design, specifically utilizing Richard Sagor's
Four-Stage Model of action research. The researchers conducted their study in three
schools in the Philippines, selecting 34 Grade 8 students classified as "frustration
readers." They utilized the Phil-IRI Tool to assess the students' pre-test and post-test
reading comprehension levels.

The 4Rs strategy was implemented over two weeks, incorporating regular follow-up
and progress checks. The researchers collected data through pre-test and post-test
scores, using statistical tools such as mean, standard deviation, and paired sample t-
test to analyze the data.

V. Experimental Design and Results

The results demonstrate a significant improvement in the students' post-test reading

comprehension scores compared to their pre-test scores. While the students remained
classified as "frustration readers" after the intervention, the study indicated that the 4Rs
strategy effectively enhanced their understanding and ability to process text.

VI. Conclusion

The study concludes that the 4Rs strategy is an effective intervention for improving the
reading comprehension of Grade 8 students classified as "frustration readers." The
researchers suggest that the strategy should be incorporated into regular classroom
instruction and adapted to support students at various reading levels.

VII. Recommendations

The authors acknowledge the limitations of their study, including the short intervention
period and the restricted sample size. They recommend future research to explore the
long-term effects of the 4Rs strategy, investigate its effectiveness with other grade
levels, and investigate the impact of media exposure and background knowledge on the
students' reading comprehension development.
I. Title of Action Research: Improving Reading Comprehension of Grade 8 Students
Using the 4Rs Strategy

II. Author/s: Chryzl Joy Deluao, Desiree Joy E. Bernal, Jally Be F. Padillo, Rex A. Lim

III. Abstract: This action research study investigated the effectiveness of the 4Rs
(Read, Retell, React, Reflect) strategy in improving reading comprehension among 34
Grade 8 students in the Philippines identified as "frustration readers" using the Phil-IRI
tool. The 4Rs strategy, implemented over two weeks, showed a significant
improvement in post-test reading comprehension scores compared to pre-test scores.
While students remained classified as "frustration readers," the results suggest the
4Rs strategy is a valuable tool for enhancing reading comprehension skills. Further
research is needed to explore long-term effects and broader application.

IV. Identify the Problem in the Study

Low reading comprehension levels among Grade 8 students, specifically those

classified as "frustration readers," hindering their academic progress.

V. Identify the Action Taken in the Study

Implementation of the 4Rs (Read, Retell, React, Reflect) strategy as a reading

comprehension intervention.

MY CONDUCIVE LEARNING ENVIRONMENT

A good learning space helps students feel safe, interested, and
ready to learn. It could be a classroom or online.

In a classroom, it needs to be clean and have enough room.

Books and other learning tools should be easy to find. The teacher
should be kind, helpful, and make learning fun. Pictures and displays
can make things more interesting.

For online learning, good internet is a must. Students need a quiet

place at home to focus. The online tools should be easy to use, so
students can talk to each other and work together. The teacher should
know how to use these tools and help students.

In any learning space, students should feel free to ask questions

and share ideas. It's important to celebrate when students do well.
The best learning space helps students love learning and want to learn
more.
 Detailed Report: Face-to-Face Learning Environment at Salazar
Elementary School

Physical Environment
Space: The classrooms generally provide enough space for learners to move
around, although some smaller rooms feel a bit crowded.

Arrangement: Most classrooms use traditional rows, but some teachers arrange
desks in groups for collaborative work. There are a few different room
arrangements observed.

Visuals: Visual displays are colorful and often feature student work, making them
engaging.

Safety: The school premises are safe, and classrooms are generally free from
hazards.

Comfort: Classrooms are well-lit, and ventilation is adequate, with fans to combat
the heat.

Psychological Environment
Rules: There are clear classroom rules posted, focusing on respect and
participation.

Expectations: Teachers set high expectations for students, encouraging them to

strive for their best. This is evident in the classroom through the teacher's
encouragement.

Atmosphere: The classroom atmosphere is positive, with teachers fostering trust

and cooperation.

Behavior: Teachers model positive attitudes and respectful behavior.

Interaction: Ridicule and sarcasm are avoided, and students have opportunities to
share their experiences.

Social Environment
Interaction: Students engage in positive interactions during group work and class
discussions.

Activities: The school organizes outdoor activities like sports and games,
promoting friendship and cooperation.

Individual Needs: Teachers address individual needs by providing extra help and
adapting lessons when necessary.
 PORTFOLIO ENTRY
Title: The Face-to-Face Learning Environment

Physical Environment

The classroom has desks where the students sit. There's space for the
teacher to walk around and teach. The walls have colorful pictures and things the
students have made. It's a safe and comfortable place to learn.

Psychological Environment

The teacher is kind and helps the students learn. The students feel safe to
ask questions and share their ideas. The teacher encourages the students to do
their best.

Social Environment

The students work together and help each other. They play games and do
activities together. The teacher makes sure everyone is included and feels like
they belong.
1. Start with Dance (Exercise Routine)
Procedure: Students engage in a short dance routine with music before the class
officially begins.

Reason: This activity is implemented to energize students and prepare them for learning
by increasing blood flow and alertness. It also fosters a positive and enjoyable
atmosphere at the start of the school day.

2. Attendance Check
Procedure: Students verbally acknowledge their presence by saying "present" when their
names are called.

Reason: This procedure allows the teacher to accurately record student attendance,
ensuring accountability and providing a clear understanding of who is present and who is
absent. It also helps to establish a sense of order and formality as the class
commences.

3. Group Work
Procedure: Students move to their pre-assigned groups for collaborative activities.

Reason: Placing students in groups encourages teamwork, facilitates peer learning, and
allows for the sharing of diverse perspectives. This method enhances understanding and
promotes social interaction within the classroom.

4. Clean Up
Procedure: Students participate in tidying the classroom before leaving.

Reason: This routine instills a sense of responsibility for the shared learning environment
and fosters a clean, organized space. It also promotes respect for the classroom and
encourages students to contribute to its maintenance.