Helping Junior High School Students in a Basic School to Improve Upon Their Reading and Comprehension Skills Through Guided Reading
CHAPTER ONE
Objectives of the Study
The main objective of this study is to investigate the effectiveness of guided reading in improving junior high school students’ reading and comprehension skills in basic schools. The specific objectives are:
- To determine the impact of guided reading on students’ reading accuracy.
- To assess the effect of guided reading on students’ reading fluency.
- To examine the influence of guided reading on students’ reading comprehension.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
The Concept Reading and Comprehension Skills
Reading is the process of decoding written or printed text to extract meaning and information (Scarborough & Dobrich, 2020). It involves the integration of various skills, such as phonological awareness, phonics, fluency, vocabulary, and comprehension. These skills are not developed in isolation but interact and build upon each other to create a strong foundation for reading.
Comprehension is the ultimate goal of reading, as it allows readers to understand, interpret, and apply the information they have read (Meyer & Felton, 2021). Comprehension involves multiple levels of understanding, from literal comprehension, which involves identifying the main idea and details of the text, to inferential comprehension, which involves making inferences, drawing conclusions, and applying knowledge to new situations.
The importance of reading and comprehension skills cannot be overstated. Research has shown that reading is a critical predictor of academic achievement and future success (Shaywitz, 2020). Students who struggle with reading and comprehension are at risk of falling behind their peers and experiencing negative outcomes, such as lower academic achievement, decreased motivation, and increased dropout rates (McCoach et al., 2021). Therefore, educators must prioritize the development of reading and comprehension skills for all students, especially those who are at risk of falling behind.
Developmental Stages of Reading Developmental Stages of Reading
Reading development is a gradual and complex process that occurs over several years and involves multiple stages (Ehri et al., 2020). These stages are not fixed or rigid but vary in duration and intensity depending on the individual’s cognitive and linguistic abilities and experiences.
The first stage of reading development is phonological awareness, which involves the ability to detect and manipulate the sounds of language (Ehri et al., 2020). This stage is essential because it provides the foundation for phonics, which is the next stage of reading development.
Phonics involves the ability to decode written words by associating letters with sounds (Ehri et al., 2020). This stage is critical because it allows readers to recognize words quickly and accurately, which enhances their reading fluency.
Fluency is the ability to read text with accuracy, speed, and expression (Meyer & Felton, 2021). This stage of reading development is essential because it allows readers to focus on comprehension rather than word recognition, which is a prerequisite for higher-order thinking skills.
Vocabulary development is another critical component of reading, as it enables readers to understand and use new words in context (Scarborough & Dobrich, 2020). Vocabulary development occurs naturally through exposure to oral and written language, but it can also be enhanced through explicit instruction and meaningful interactions with text.
Finally, comprehension is the ultimate goal of reading development, as it involves the ability to extract meaning from written or printed text (Meyer & Felton, 2021). Comprehension involves the integration of all the previous stages of reading development and the application of knowledge, skills, and strategies to construct meaning from text.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The research design refers to the plan or strategy used to conduct research and answer the research questions or hypotheses. It is a framework that guides the collection and analysis of data, and it determines the type of data that will be collected and the methods that will be used to collect it. There are several research designs, each with its unique characteristics and suitability for specific research questions. The most common research designs include experimental, quasi-experimental, correlational, and descriptive research designs.
The experimental research design involves the manipulation of one or more variables to determine the impact on the outcome variable. The experimental design allows researchers to establish causality between variables by controlling extraneous variables, randomization, and blinding. For instance, a study conducted by Chen and colleagues (2020) utilized experimental design to investigate the impact of feedback on students’ learning outcomes.
Quasi-experimental research design, on the other hand, lacks randomization and control over extraneous variables, making it less robust than the experimental design. The quasi-experimental design is suitable for situations where the manipulation of the independent variable is not feasible or ethical. For instance, an intervention program that is being implemented by schools can use a quasi-experimental design to determine the program’s effectiveness (Weisz & Bearman, 2022).
Correlational research design investigates the relationship between two or more variables without manipulation. The correlation design is suitable for situations where the researcher intends to determine the relationship between variables or establish the predictive power of one variable on the other. For example, a study by Hidayat and colleagues (2021) used a correlational design to determine the relationship between parental involvement and students’ academic performance.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND DISCUSSION OF FINDINGS
Data Presentation
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The findings from Tables 4.7, 4.8, and 4.9 suggest that guided reading sessions are effective in improving participants’ reading accuracy, confidence, and ability to identify and correct mistakes in their reading. These findings are justified by the high percentages of participants who agreed that guided reading improved their reading accuracy (75.7%), confidence (85.1%), and ability to identify and correct mistakes (78.4%). Additionally, the low percentages of participants who disagreed with these statements (10.8% for reading accuracy, and 10.8% for identifying and correcting mistakes) suggest that guided reading is generally effective for most participants.
However, it is important to note that some participants were unsure or did not find guided reading as effective. For example, 13.5% of participants were unsure about the effectiveness of guided reading in improving reading accuracy, and 10.8% disagreed with the statement. This suggests that there is variability in the effectiveness of guided reading for different individuals and that some participants may require additional support or individualized approaches to instruction.
The findings presented in Tables 4.7, 4.8, and 4.9 indicate that guided reading sessions are an effective instructional approach for improving participants’ reading accuracy, confidence, and ability to identify and correct mistakes in their reading. These findings have significant implications for educational practices and policies, particularly in the area of literacy instruction.
Firstly, the high percentages of participants who reported improvements in reading accuracy, confidence, and error identification and correction suggest that guided reading sessions can be a valuable tool for promoting student achievement in reading. This is particularly important given the crucial role that reading plays in academic success and lifelong learning. By enhancing these key aspects of reading proficiency, guided reading sessions can help students to become more proficient readers, enabling them to engage more deeply with texts, and ultimately, to achieve better academic outcomes.
Conclusion
This study has provided valuable insights into the effectiveness of guided reading in improving junior high school students’ reading and comprehension skills in basic schools. The results suggest that guided reading is generally effective in improving students’ reading accuracy, fluency, and comprehension. A high percentage of participants agreed that guided reading had helped them to improve their reading outcomes, indicating the potential benefits of this approach.
The findings also highlight the importance of tailoring instruction to meet the unique needs of individual students. While guided reading was effective for most participants, a small percentage of students did not experience the same level of improvement. This suggests that teachers need to consider individual differences in their instructional approach and adapt their strategies to meet the needs of each student.
Overall, the study contributes to the existing literature on guided reading and provides support for the use of this approach in improving junior high school students’ reading outcomes. The study’s findings have practical implications for educators and highlight the need for ongoing professional development and support to help teachers implement effective reading instruction.
In conclusion, guided reading has the potential to be an effective approach for improving junior high school students’ reading and comprehension skills in basic schools. However, educators need to consider individual differences and tailor their instructional approach to meet the unique needs of each student. By doing so, educators can help all students achieve their full potential and develop strong reading skills that will benefit them throughout their academic and professional lives.
Recommendations
Based on the findings of this study, the following recommendations are made:
- Teachers should incorporate guided reading into their instructional approach to improve junior high school students’ reading accuracy, fluency, and comprehension skills.
- Teachers should consider individual differences when designing their instructional approach, as not all students may respond equally to guided reading.
- Teachers should receive ongoing professional development and support to ensure that they can implement guided reading effectively.
- Teachers should use a variety of materials and texts during guided reading sessions to expose students to a range of reading experiences and genres.
- should provide students with regular feedback on their progress and encourage them to set goals and monitor their learning.
- Teachers should ensure that guided reading sessions are appropriately structured and include clear learning objectives and tasks.
- Teachers should encourage students to engage actively with the texts they are reading and to ask questions, make connections, and draw inferences.
- Future research should investigate the long-term effects of guided reading on students’ reading outcomes and explore the use of guided reading in combination with other instructional strategies to enhance its effectiveness.
Contribution to Knowledge
This study makes several important contributions to the existing body of knowledge on guided reading in junior high schools. First, it provides empirical evidence that guided reading is an effective approach for improving students’ reading accuracy, fluency, and comprehension. This adds to the growing body of research that supports the use of guided reading as an effective instructional approach.
Second, this study highlights the importance of considering individual differences when designing and implementing guided reading instruction. By recognizing the unique needs and learning styles of each student, teachers can tailor their approach to maximize the effectiveness of guided reading.
Third, this study emphasizes the need for ongoing professional development and support for teachers to ensure that they are equipped with the knowledge and skills to implement guided reading effectively. This has practical implications for teacher training and professional development programs.
Fourth, this study contributes to the literature on reading instruction in basic schools by providing valuable insights into effective approaches for improving students’ reading outcomes. This can inform policy and practice in basic schools and guide the development of evidence-based instructional approaches.
Overall, this study makes significant contributions to our understanding of the effectiveness of guided reading in junior high schools and highlights the importance of individualized instruction, ongoing teacher professional development, and evidence-based instructional approaches for improving students’ reading outcomes in basic schools.
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