Abstract:
Reading is the basic foundation on which academic skills of an individual are built. The
education system knows this fact very well, and hence it is given a top priority in secondary
education. Many believe that reading is an apt measure of person's success in academics. The
purpose of the study is to determine the effectiveness of Reading for Meaning in teaching
Integrated Science I in relation to students' performance. Specifically, they looked into the pre
and post-test performance of Grade 7 students in the different Science process skills, the prepost
mean gain in reading for meaning and conventional approach, and the challenges met by
teachers in implementing Reading for meaning. The study used the quantitative and qualitative
methods of research. Two groups were needed for the experimental design. Based on the
findings of this study, the Reading for Meaning Approach is an effective approach in teaching
Integrated Science I. This method is an effective in developing the science process skills of
comparing, classifying, observing, inference, communicating, controlling variable and
manipulating variable. The results of the study helped the learners to value the importance of
reading for meaning in integrating the curriculum in integrated science I.
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International Journal of Arts and Humanities