Content Schema and Reading Strategies as Correlates of English Reading Comprehension among Grade 10 ESL Students

This study was designed to determine the influence of content schemata and awareness on reading strategies on the English reading comprehension of Grade 10 English as Second Language (ESL) students. The study was conducted in a public Grades 7-12 secondary high school situated at Naic, Cavite. The students' schema was assessed through a 20-item pre-questionnaire and their comprehension was measured using a 20-item post-questionnaire adopted from Jerry John's Informal Reading Inventory (IRI) 10th edition.