Analysis of the Role of Syntactic Complexity in Students’ Reading Comprehension: A Teacher’s Perspective

Abstract

This study examines the role of the syntactic complexity of the text in the reading comprehension skills of students. Utilizing the qualitative method of research, this paper used structured interview questions as the main data-gathering instruments. English language teachers from Coral na Munti National High School were selected as the respondents of the study. Finding of the study suggests that the syntactic complexity of the text affects the reading comprehension of the students. Students found it challenging to understand the message that the author conveyed if he or she used a large number of phrases and clauses in one sentence. Furthermore, the complex sentence syntactic structure was deemed the most challenging for students to understand. To overcome said challenges in comprehending text, various reading intervention programs were utilized by teachers. These interventions include focused or targeted instruction and the implementation of the Project Dear, suggested by the Department of Education. These programs were proven to help students improve their comprehension as well as their knowledge in syntactical structure of sentences. This study underscores the importance of selecting appropriate reading materials and implementing suitable reading intervention programs to enhance students’ comprehension skills.