The scanning technique to develop english reading comprehension in eight graders.

Abstract

This descriptive study examines the effectiveness of the scanning technique as a pedagogical strategy to enhance reading comprehension in eighth-grade English classes. Reading comprehension is a core component of foreign language learning, yet many students struggle to process written texts efficiently due to limited strategies, low motivation, and difficulties identifying essential information. To address these challenges, the scanning technique was introduced as an instructional tool focused on training students to locate specific details such as names, dates, numbers, and key terms without reading the entire text word by word. The methodology consisted of implementing guided reading activities across several class sessions in which students practiced scanning through short passages and longer texts. Classroom observations, teacher reflections, and student performance on reading tasks were used as sources for descriptive data analysis. These procedures allowed for the systematic identification of changes in students’ reading behaviors and comprehension outcomes. Results from the study indicate notable improvements in reading speed, accuracy in locating relevant information, and students’ overall confidence when approaching unfamiliar texts. Teachers reported that students became more autonomous readers and demonstrated greater engagement during classroom activities that required text exploration. Additionally, the scanning technique helped reduce frustration by offering students a clear and manageable approach to dealing with complex vocabulary or structures. The integration of this strategy also contributed to the development of cognitive and linguistic skills that support broader language proficiency.