Enhancing Reading Comprehension and Writing Skills in Grade 8 Students Through Multimodal

Literacy

An Action Research
Presented to the Faculty of the College of Education
Don Honorio Ventura State University
Main Campus, Bacolor, Pampanga

In Partial Fulfillment of the

Requirements for the Degree,
Bachelor of Secondary Education

4D
Bernabe, Cristine
Calma, Levin
Manalili, John Patric
Panaligan, Mia Camille
Sevilla, Sherwin Kyle

December 2024
Chapter I
Introduction
Context and Rational
In the school of study, many educators and policymakers attributed to the learning process of
the students. The 3Rs or the reading, writing, and arithmetic are the fundational skills that are
essential for everyday life. John Dewey, one of the key figures in educational reform have
advocated for the importance of these core competencies in developing critical thinking and
problem solving skills. He believed that education should be experimental and interactive allowing
students to engage in a real-world problems.
All of these without any comprehension or understanding of the content and context of a
sentence or story is not really effective. According to Brandon (2021), comprehension refers to the
ability to understand written words. Recognizing words on a page but not knowing what they mean
does not fulfill the purpose or goal of reading, which is comprehension. In addition, according to
Carrier (2022), a strong comprehension allows a learner to understand and synthesize information
learned from various texts, which is paramount in an increasingly information-rich society. When
reading, learners use background knowledge in building meaning, making the decoding ability
interact with language comprehension (Smith et al., n.d.). This enables one to develop a coherent
understanding of the concepts, which improves both the critical thinking and communication
abilities.
Moreover, according to Simatupang (2018), reading and writing comprehension is crucial for
students' learning and development. It enhances students' ability to understand written texts,
acquire knowledge, and broaden their insights. Proficient reading comprehension skills positively
impact learning outcomes and are essential for success in academics and life. However, many
students struggle with comprehension due to various factors, including insufficient teacher
preparation in teaching reading strategies. Effective reading comprehension strategies help
students comprehend texts better, improve critical thinking skills, and enhance overall academic
performance. Additionally, there is a significant correlation between reading comprehension and
writing skills, emphasizing the interconnectedness of language skills in education
Most students are struggling with reading a word that is too literary. This could mean that
when the language is too formal, they struggle to read and comprehend what is being meant by a
certain word. This always happens in English literature lessons when students meet a word that is
unfamiliar to them which gives them trouble in reading and comprehending the [Link] problem
is encountered by many students. It may be true that most of the students know how to read and
write, they can navigate and recognize letter, but when these letters are form into words and soon
into sentences students are lost and could not comprehend these words well.
According to Jane Oakhill (n.d.), those who have adequate word recognition skills but who,
nevertheless, have difficulty understanding the text. In the studies students do not have
straightforward short-term memory problems, they have difficulty in holding and manipulating
information in working memory as they are reading. A study shows that the comprehension of the
less-skilled children can be improved by a series of training sessions that stress making inferences
and integrating information into text. This suggests that a working memory deficit may only be
one aspect of the less-skilled comprehension problem. There are multiple approaches to the
assessment of reading comprehension, reflecting the evolution of theory and pedagogical shifts in
reading education and assessment. The recent report of the Rand Reading Study Group (2002)
identified three broad categories that represented the outcomes of reading comprehension. The
outcomes were as follows: (a) knowledge, which involves successful comprehension of the content,
integration of new content with previously stored information, and critical evaluation of the
information; (b) application, which represents the utility of content when it is applied to practical
problems and tasks; and (c) engagement, which reflects involvement with the ideas, experience,
and style of the text. The assessment of reading comprehension is multidimensional.
The lack of exposure in reading materials because with these it limits the access to diverse
and engaging books that contributes to demotivating students in reading and lower
comprehension levels. Jeff McQuillan stated that the importance of print exposure in reading has
been found to contribute significantly to language acquisition among first and second language
acquirers in both experimental and correlational studies. Language acquisition, there is also
growing evidence that access to reading materials is another critical variable to be considered.
Several students found that easy access to reading materials is another way to encourage students
to read more. Nicole Harlaar (2021) also stated that, it is widely believed that there are reciprocal
links between reading achievement and reading exposure: children who read more do better at
reading, and reading achievement itself promotes reading. We tested the hypotheses that these
links arise because children's genetically influenced reading performance is correlated with their
leisure-time reading exposure, and reading exposure, in turn, may have an environmentally
mediated effect on later reading performance.
Related Literature and Studies
Inside the classroom setting, they sometimes do not understand lectures or readings assigned
to them. Due to this problem, interest in the learning process waned and, therefore, their motivation
decreased (Spear-Swerling, n.d.). For example, when challenging assignments that call for an
inference or critical thinking on the part of the students are given, the former tended to be
overloaded and could not express their thoughts or ideas (Elleman, n.d.). Thus, for those students
who are having trouble with comprehension are often not participating in any class discussion.
This affects their performance in school as learning requires one individual to attain reading and
writing skills and comprehend what is being taught inside the classroom. Due to this, students who
are facing these problems are most likely not learning and participating in any classroom
discussion.
Difficulties are often an unavoidable but are also important part of the learning process. This
seems particularly so for complex conceptual learning. Challenges in the learning process are,
however, particularly difficult to detect and respond to in educational environments where growing
class sizes this could mean that teachers are unable to provide nuanced and personalized feedback
and support to help students overcome their difficulties.
Teaching students about comprehension is a challenging task for one, this is where the
reliability and accountability of a teacher will be seen. As teachers are also trying their very best,
there are just many factors that hindrance students to learn comprehension. This study aims to
intervene in these hindrances, as education is experimental and engaging this opportunity will be
taken to examine students. To introduce new strategy to the students and to compose a tailored fit
assessment to measure the effectiveness of Multimodal Literacy to them.
Educators are adapting their teaching methods to incorporate multimodal tasks, fostering
critical thinking, enhancing audio-visual rhetoric, and developing communication skills. Another
study from Tuzel (2016) suggests that literacy requires one to understand and create not only letters
but also sounds and visuals in different ways because we are surrounded not only by words but
also multimodal texts in which words, sounds, and visuals are combined in various ways. The
usage of not just plain text in teaching will enhance the learner's comprehension as they will be
given tools and aids for a better understanding of the language. Given that the text provides a
visual representation of the language, audio, and technology will be utilized to improve the
learner's capabilities the study from Tuzel (2016) supports this statement as he stated that
emphasize the need for educators to develop ICT skills, digital pedagogy skills, and content-related
skills to effectively teach multimodal literacy.
Millennial readers are learning to navigate an increasingly robust system of symbols and
patterns in order to become literate. This phenomenon, known as multimodal literacy, offers new
and effective ways of teaching reading that align with the intricate thinking patterns of young
students. Nonetheless, the rapid pace of technological advancement has created a merging of basic
literacy skills with the reading demands of a multimodal world. Literacy educators must adapt
their teaching methods to this evolving landscape in order to prepare today's students for the
challenges they will face in this century and beyond. In today’s generation, a lot of learners rely
on technologies especially Gen Z, this helped them to be more engage and engrossed, but in reality
of an educator, a lot of older generation teachers cannot keep up to these new technologies and its
advantages, at the same time in some cases classrooms don’t have TV or it’s not working properly.
This is one of the phenomena faced both students and teachers.
Another phenomenon in challenging the reading and writing comprehension of the students
is the students’ motivation. Collie R.J stated that motivation and engagement are firmly implicated
in students' participation in class. If is the teaching pedagogy of the teacher does not exceed or
attain their motivation, it most likely to fail in learning, especially nowadays students are more
inclined with the aestheticness, interactive content, and colorful visuals.
There is a growing body of evidence suggesting that multimodal learning is an active,
student-centered approach where learners choose the resources that are most relevant to them. This
approach requires students to organize learning materials, including words and images, into
coherent verbal and visual models that form their mental frameworks and conceptual structures
(ibid.). The essence of multimodality is to offer various types of resources to students, enhancing
learning in meaningful ways across different disciplines. Therefore, multimodality is described as
an interdisciplinary approach that emphasizes communication and representation (Jewitt, 2016).
This concept is particularly relevant for teachers as it involves using current learning theories to
engage students with student-centered pedagogies and learning resources (Hassett & Curwood,
2018). In contemporary classrooms, multimodality refers to the use of ‘multiple’ modes of
representation, which include elements of print, visual images, and design (Jewitt, 2016). These
modes encompass a range of combinations such as oral and written language, as well as visual,
gestural, tactile, and spatial representations (Cope & Kalantzis, 2017). This transition from print-
based education to multimodal education highlights the need to rethink how teaching and learning
are conceived, approached, and practiced.
Theory/Conceptual Framework
Multimodal literacy means that two or more types of communication are being used and aims
to utilize multiple senses or modalities during the learning process. The purpose is to engage all
students with different learning styles. Multimodal literacy refers to the ability to comprehend and
create meaning using multiple modes of communication, such as visuals, auditory elements, and
digital technologies. (Pambudi [Link]. 2023)
In attempt to integrate Multimodal Literacy in the learning process of the students, the
researchers will associate Jean Piaget's Constructivism Process. The Schema, Assimilation,
Accomodation, and the Equilibrium. This will help the researchers to be grounded and have a
visual outcome from the students. This will give depth to the research and to see how well the
students absorbs knowledge.
Constructivism Process is a developmental theory that focuses on how children construct
knowledge through interaction with their environment. Piaget argued that learning is an active
process, and learners do not passively absorb information. Instead they actively builed new
knowledge base on their existing cognitive structure or schema. (McLeod, 2024)

Assimilation Accommodation
Schema
(Process) (Application)

Initial Reading and Multimodal Literacy Project Based

Writing Comprehension (Intervention) Assessment

Equilibrium
(Balance)
Reading and Writing
Comprehension

Figure 1. Jean Piaget Constructivism Theory

Jean Piaget Constructivism Theory can significantly contribute to achieving the objectives
of this study, as it emphasizes how learners actively construct their understanding through their
environment, based on their prior knowledge and experiences.
Piaget’s constructivism undergoes the importance of active learning and cognitive
development through interactions. Multimodal tools (such as videos, interactive simulations, or
hands-on activities) can provide diverse ways for students to engage with content, which supports
Piaget’s stages of cognitive development. These tools allow students to manipulate and explore
concepts in different ways (visually, auditory, tactile), which can make learning more engaging
and can help activate schema and promote cognitive conflict.
By integrating multimodal literacy approach, it can help students recognize and make
connections between their existing cognitive structures and the new material. The use of different
tools such as in multimodal literacy can also provide opportunities for students to reflect on their
understanding, confront contradiction, and adapt their previous knowledge which is central to
constructivist learning.
On the other hand, this is how the researchers will act in intervention. To show, this is the
conceptual framework or the paradigm of the research.

Pre-Assessment Post-Assessment
Quantitative Quantitative
(Pen and paper Test) Traditional (Pen and paper Test)
Control Group
Method
Qualitative Qualitative
(Semi-structured (Semi-structured
Interview) Interview)

Reflection

Pre-Assessment Post-Assessment
Quantitative Quantitative
(Pen and paper Test) Intervention
Experimental Group (Quizizz)
(Multimodal
Qualitative Literacy) Qualitative
(Semi-structured (Project/Performa
Interview) nce Based)

Reflection

Figure 2: Research Paradigm

This process will be learner-centered that allows students to interact and engage themselves
to different learning variables. This will be targeted to their reading and writing comprehension,
by using different platforms in engaging to text, students will explore their interest and their
understanding to what learning style in reading will be effective to them. During the intervention,
the researchers will provide an interactive learning materials for the students, such as: audiobook,
videos, and printed charts. During the audiobook and video presentation, the students will be
guided to reading to foster complete understanding to the text.
Aim of the Study
The aim of this study is to improve students' reading and writing comprehension
incorporating different mode of learnings, and to foster engagement with different text.
Specifically, the following questions will be answered:
1. To what extent does the use of multimodal tools increase student engagement and
motivation in reading and writing activities?
2. How does the use of multimodal literacy enhance students’ reading comprehension and
writing skills?
3. How can the integration of multimodal literacy foster collaboration and peer interaction
in reading and writing task, and what effect does this have on learning outcomes?
4. What does the integration of the multimodal literacy have on student’s ability to express
themselves creatively through writing?
Chapter II
Methods
Research Design
This research will use practical action research design. This is a form of action research
focused on solving immediate, real-world problems within a specific context. It emphasizes
collaboration, reflection, and iterative improvement while balancing research with practical
application (George, 2024). This design is aimed towards exploring problem, studying, and
developing a solution to it. Action research bridges the gap between theory and practice by
grounding educational decisions in real-world experiences.
Participants
Selecting a participant is a critical component, as it directly impacts the validity and
reliability of the findings. A careful consideration will be given to identifying participants in San
Matias National High School Grade 8 students. Participants will be selected based on specific
criteria to ensure a relevant, and informed sample. They will be selected using the purposive
sampling method which is a type of non-probability sampling technique. In every section, there
will be at least 10 representatives to be assessed through purposive sampling method. The criteria
for choosing the 10 participants will be based on their periodical evaluation or final grade. Those
students who reflected low grade or below 78 in the subject matter, English.
Intervention
The researcher will implement multimodal literacy, with this it will improve middle school
learners their skills of understanding, analyzing and constructing meaning across a range of modes.
In addition, the researchers will use this intervention to improve critical thinking skills and
analyzation to comprehend and write competently. This intervention will help both students and
teachers to collaborate, the construction of meaning will go beyond what one understands by
reading and writing. This intervention will propose the use of guided reading and writing strategies
for students to help them evaluate and produce multimodal text.
Multimodal literacy is using two or more types of communication that aim to utilize
multiple modalities during the learning process. According to Jewitt (2008), Multimodal literacy
extends beyond traditional language-based approaches, encompassing diverse communicative
modes such as image, action, and sound. These modalities will help the learners learn better by
integrating visual, audio, and technology with their learning
In addition, multimodal literacy is also utilized in various fields, not just in teaching, and
according to Nelson (2015), multimodality has been adopted across multiple fields, including
medicine and artificial intelligence, to describe multisensory experiences in digital environments.
The emergence of technology also prompted the integration of different modalities that will result
in better comprehension and understanding of the students. This will also improve their overall
skills competitively as the teachers incorporate different modalities that will foster their learning
to produce a globally competitive individual as stated in the study of Fedorenko (2019).
Instrument
In this action research, both quantitative and qualitative type of assessment will be utilized.
In the pre-assessment, the quantitative assessment will be in a form of multiple choice for reading,
while to measure the writing skills the assessment will be an essay that consist of at least 4-5
sentences. These will be a self-made standardized test to measure and analyze the initial level of
students’ reading comprehension and understanding. This assessment shall be observed closely as
this will give the researchers information and data of the students’ learning. On the other hand, to
assess their understanding of the given guide question or situation that is connected to the topic,
the teacher will assess them through structured interview. This is a qualitative form of assessment;
this will target the understanding and the knowledge of the students.
During discussion the researchers will provide interactive learning materials such as: video
viewing, audiobook, and printed charts to make the discussion more interesting. To assess the
learnings of the students after the discussion, the post-test of the experimental group, it will be
slightly different. Integration of technology is still present and continues, such as the Quizizz. The
Quantitative assessment will utilize Quizizz-- it is one of the most useful and interesting
application that can be used to conduct an assessment. The unique QR codes will be provided by
the researchers. The qualitative assessment is also different from the previous assessments. The
researchers ought to task the students to make an output integrating technology then they will
shortly discuss it following the given guide questions by the teacher. This will be done by group,
and the tasks are differentiated but still connected to multimodal literacy and reading and writing
comprehension.
Data Gathering Procedure
The researchers aim to assess the reading and writing comprehension of students through
a pre-test and post-test, this will help the researchers to determine the changes and improvement
of students in both target area. The researchers will first implement a pre-test to measure the initial
level of reading comprehension and writing skills of the students, then after the discussion, a post-
test will be conducted. This is to see if there’s any difference from their pre-test. This process will
be conducted as well during applying the intervention.
Ethical Considerations
Acquiring the necessary data for the completion of the action research, the researchers
was duly guided by the following ethical considerations. First, a communication letter was
handed to the Division Office and School Heads to ensure the credibility and integrity of the
research and the researchers as well as to be permitted in obtaining data pertinent to student’s
performance. Second, the obtained data containing the assessment scores and relevant figures of
students will be handed with confidentiality and anonymity to provide leakage of profiles,
annotations, and relevant comments. Third, request letter to involve the school and its students
will be made to preliminary prepared the individuals involved in the study and to informed the
participants. Further, the participation in the study is voluntary and free from any charges. Fourth,
a parental consent will be issued for students involved in age bracket, 18 and below, to conform
with the guidelines of the national policy. Lastly, the results of the study will be handed out to the
participating individuals for verification of the data gathered and interpreted. Also, to protect the
identity of the research respondents, all information shall be kept confidential and no disclosure
shall be made regarding the names and identity of the research participants as provided in the
Republic Act No. 10173 also known as the Data Privacy Act.

Data Analysis
After the assessment was conducted, the result will be tallied. This process involves a
careful examination and tallying of the student's assessment scores, including the standardized test
for reading, and summuralization of text for writing after discussion to see if there is an
improvement. The data will be collected and tallied in a form of item analysis to determine if
changes are present before the intervention is being implemented. The goal of this analysis is to
determine if the student's reading and writing comprehension improved before intervention is
implemented and will be the basis of the student's capacity and extent in terms of reading and
writing comprehension.

Work Plan
After acquiring the permission of the school and consent from parents, the initial stage of
the study begins with the Initial Reading and Writing Comprehension phase to form the learners’
schema which is their prior knowledge and understanding. Both control and experimental group
will undergo the said stage as a preliminary assessment.
For the experimental group, assimilation takes place through a Multimodal Literacy Intervention
that introduces various instructional formats like visuals, digital tools, and collaborative learning.
While for the control group of the study, traditional teaching methods with minimal diversification
in learning tools will be imposed. Their focus remains on strengthening comprehension through
familiar approaches that are measured by a post-assessment in pen-and-paper format.
Further for the post-intervention of the experimental group, the learning intervention will be
assessed through Project-Based Assessment which is a practical application of knowledge by
promoting deeper understanding. This stage requires students to adjust their comprehension
framework by engaging in collaborative tasks that challenge and extend their existing knowledge.
Finally, a reflection phase will provide insights into the effectiveness of each teaching strategy by
comparing how traditional and multimodal approaches impact literacy development and whether
the equilibrium in comprehension was achieved. This is possible through standardized reading and
writing examination of both groups in assessing the difference.
Research Action Work Plan
Implementation Evaluation

Goal Tasks Time Success Criteria Remarks

Frame

1. Determine whether Assessing the two February- Compare and

the integration of groups by May 2025 contrast the
multimodal tools conducting pre- gathered
enhances students’ assessment and information,
involvement, attention post-assessment observe, and
and active participation. before and after feedback.
integration to see
the differences.

2. Enhancing reading Scaffolding February- Observation,

comprehension and Learning/ May 2025 assessments,
writing skills Improve reflection and
Pedagogical feedback.
Strategy and
Intervention of
Multimodal
Literacy

3. Foster collaboration Collaborative

and peer interaction Learning and February - Observation,
group activity May 2025 reflection, and
such as group feedback
project

4. Investigate if Creative Writing February- Rubrics will be

multimodal literacy incorporating May 2025 utilized to
helps students think technology then evaluate their
more creatively or share it to the performance.
encourages more class. The teacher
will give rewards
to the students
diverse forms of who did a good
expression in writing. output.

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