The use of Genre-Based Instruction – Linguistic, Syntactic, and Schematic Knowledge (GBI-LiSSK) model to improve students’ reading comprehension
Rachel O. Tolentino
Abstract
Reading comprehension is considered as the crucial skills of students in the learning areas using English as medium of instruction. Based on the 2022 overall report of school-based Phil-IRI pretest assessment, students’ competency levels in reading were found to be alarming. This study proposed an intervention module based on the GBI-LiSSK model to improve the reading competency of grade 10 learners identified at the frustration level in reading comprehension. To address the reading difficulties, the participants took part in a quasi-experimental intervention conducted during the third quarter using the GBI-LiSSK model-based material. Findings showed that out of 20 participants, 9 demonstrated improvements, moving from the Frustration level to the Instructional level. Five participants did not change in terms of reading level but showed increased scores, while six progressed to the independent level. Overall, the data indicated a trend of improvement among the participants. Additionally, reading speed levels also increased based on the pre-test values, although the gains were not sufficient to advance participants to a higher reading level. Despite noticeable improvements in two of the assessed dimensions, most of the participants remained at the Frustration level. The results highlight the potential of the GBI-LiSSK-based intervention model to enhance students’ reading comprehension skills, reduce their apprehension in understanding text passages, and improve their academic performance across various learning areas.
Keywords
genre-based instruction, linguistic, syntactic, and schematic knowledge, reading comprehension
Author information & Contribution
Master of Arts in Education, major in English. Currently working as Master Teacher 1 at Calendola National High School. Email: rachel.tolentino003@deped.gov.ph
Disclosure statement
No potential conflict of interest was reported by the author.
Funding
This work was not supported by any funding; however, the APC was shouldered through the Special Education Fund (SEF) with the support of Hon. Mayor Art Joseph Mercado and OIC-Schools Division Superintendent, Mr. Philip B. Gallendez.
Declaration
Notes
This paper is presented in the 6th ICMIAR 2025.
Acknowledgement
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Cite this article:
Tolentino, R.O. (2025). The use of Genre-Based Instruction – Linguistic, Syntactic, and Schematic Knowledge (GBI-LiSSK) model to improve students’ reading comprehension. The Research Probe, 5(2), 73-86. https://doi.org/10.53378/trp.195
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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