Frayer model and reading comprehension

Abstract

This project, entitled “The Frayer Model and Reading Comprehension,” was conducted at the Centro de Idiomas of the Universidad Técnica de Ambato with A2-level students to investigate the influence of the Frayer model on the development of reading comprehension. The study employed a quantitative approach and a pre-experimental design, using a pre-test and a post-test to measure changes in student performance across different reading subskills. The subskills assessed in the reading section of the Cambridge KET exam included skimming, scanning, inferring meaning, predicting, and deducing meaning from context, which were divided into five parts as specified for the assessment. This project was carried out over eight sessions, during which the Frayer model was implemented to improve reading subskills, and, at the end, the levels of reading comprehension at which students improved were evaluated. The levels assessed included literal, inferential, and critical reading comprehension; each of these is related to the reading subskills. The methodology employed incorporated a statistical analysis using the paired-samples student's t-test to test the hypothesis that the Frayer Model significantly influences the reading comprehension of A2-level students at the Centro de Idiomas of the Universidad Técnica de Ambato. The results showed significant increases in the mean scores of the pre-test (16,86) and post-test (20,91) in most of the subskills assessed, with the most notable improvements observed in deducing meaning from context and predicting. These improvements, when correlated with reading comprehension levels, demonstrate that the students showed improvements in inferential and critical comprehension levels. In conclusion, the study demonstrates that the Frayer Model is an effective teaching strategy for improving reading comprehension in A2-level students.