This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education (Curriculum and Instruction). This study aimed to investigate the effect of the guided reading approach on the promotion of reading fluency skills for middle school students. The quantitative phase of the study had a pre- and post-test after the implementation of a guided reading program for six weeks.
The qualitative results showed that the use of the guided reading program to promote reading fluency leads to increasing progress in word reading, correcting words per minute (WCPM) and accuracy skills. I would like to express my gratitude to the President and all faculty members of the Department of Curriculum and Instructional Methods and the College of Education of the UAEU for supporting and teaching the best methods of conducting research.
Introduction
- Overview
- Introduction
- The Importance of Reading Skill
- Guided Reading as an Essential Approach
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Significance of the Study
- Delimitations of the Study
- Limitations of the Study
- Definition of Terms
- Organization of the Study
The main purpose of the study is to explore the effect of using the guided reading approach in improving the English reading fluency of eighth graders in a private school in the United Arab Emirates through the implementation of a 6-week reading program. Most students who are categorized as reading struggles lack basic reading strategies in dealing with reading texts (Wanzek & Roberts, 2012). The main purpose of this research study is to explore the effect of the GR approach in promoting the reading fluency skills of eighth grade English students through the implementation of a six-week guided reading program.
Furthermore, this study is to measure the progress of the students throughout the implementation of the program. In terms of research, there is a distinct lack of experimental studies that explore the role of using guided reading in improving the reading fluency of eighth graders.
Methods
- Introduction
- The Conceptual Framework of the Study
- Guided Reading Approach
- Reading Fluency
- Theoretical Framework
- Vygotskian Sociocultural Theory
- Automatic Information Processing Model
- Previous Studies
- The Effect of Guided Reading in Promoting
- Studies on the Effect of Guided Reading on
- Summary
In this sense, differentiated instruction will be implemented as a necessary part of GR learning. As for the level of difficulty of the text, it is based on the general level of reading skills of the group. Reading fluency is seen as an oral reading construction of written text that has the same features of speaking.
Next, speed and accuracy in identifying words are the key elements of reading fluency, and this automatic word recognition enables the reader to construct the meaning of the text (Pikulski & Chard, 2005). The accuracy of word recognition during the reading task is one of the essential skills of a fluent reader. They hypothesize that the speed at which the information is processed in the brain will directly affect the speed of interpretations of ideas and concepts of the text.
Although it is not included in the scope of the study, the researcher finds it important to list it along with the components of fluency. In any case, he concluded a vital positive product of the guided reading approach, which is the construction of the future autonomous and fluent reader. Furthermore, this suggests that there is a big change in a student's development when learning with more knowledgeable peers.
Furthermore, a key part of the effectiveness of applying the guided reading approach is instruction. The researcher used performance recordings to measure the impact of the reading program on fluency and comprehension skills. Additionally, most studies used GR as an intervention for struggling readers, however, the use of a guided reading approach in this study was an instructional method to promote reading fluency for all students.
Hopefully, this study will add a useful report that will alert all interested parties to the important role of a guided reading approach in promoting high school students' reading fluency. However, the gap addressed by this study is to investigate the role of a guided reading approach in promoting reading fluency for middle school students, which is considered imperative.
Methodology
- Introduction
- The Research Design
- Participants
- Instrumentation
- The Pre and Post-Test
- Document Analysis
- Data Collection Procedures
- Data Analysis
- Validity
- Reliability
- Ethical Considerations
- Summary
The general characteristics of the pre-test and post-test were adapted from a test used in school to assess students' reading fluency according to each grade level. The assessment paper was administered three times during the implementation of the guided reading program. In the pre-reading part, the teacher activates the students' prior knowledge about the topic to get to know them.
Finally, the teacher explains to the students the performance criteria for implementing the lesson strategy. Originally, the researcher is a teacher herself, so she clearly understands the interests and needs of the students. The texts were similar before and after the test in terms of topic (animals) and text length (no more than 174 words), the maximum expected number of readings per minute.
The first phase included collecting the quantitative data by implementing the pre- and post-test to measure the reading skills of the participants before and after completing the program. As the pre- and post-test as a quantitative instrument was adapted from one of the standardized tests provided by the school, the construct validity of While the students practiced reading, the researcher assessed their reading skills using a checklist every two weeks during the implementation of the program.
The comments and feedback from the panel were modified by the researcher to improve the structure and content of the pre- and post-test and the designed program. In addition, the willingness of the participants to participate in this study is a significant part required. The participants and their parents were informed about the purpose and procedures of the study.
Results
Introduction
Results
Gain is remarkable more in WCPM than in other skills (word reading and accuracy). Tables 6, 7 and Figure 2 show that there is a statistically significant difference between the three traces with respect to. In this question, the researcher tried to show the consistencies and differences between the quantitative and qualitative results.
This was represented in their mean scores in the post-test compared to the pre-test. To further analyze how this increase has occurred, the quantitative results were sequenced with the qualitative results. The consistency between the quantitative and the qualitative results was found in the overall increase in the mean scores for all reading fluency skills in the post-test compared to the pre-test mean scores.
This consistency was reinforced by the results of the document analysis where it showed statistical evidence of a gradual increase in the mean scores of the three trials compared to each other. This consistency between the quantitative and qualitative showed that the participants achieved higher scores in the post-test and that they developed incrementally through the implementation of the guided reading program. To look in depth at the detailed increase among the reading fluency skills in relation to the post-test and the pre-test.
It is clear that accuracy had the lowest average score compared to the other skills of word reading and WCPM, which had about the same average increase. An important discrepancy was found in the qualitative results, with the WCPM scoring highest in the rising average of the other word reading and accuracy skills. However, the increase in this skill was not magnified by the quantitative results, with WCPM achieving almost the same increase average as the word reading skill.
Discussion, Recommendations, and Implications
- Introduction
- Discussion
- Recommendations
- Implications for Future Research
This increase was clearly observed during the regular tracking of their fluency skills conducted by the researcher and the judge researcher three times every two weeks in conjunction with the implementation of the guided reading program. Therefore, scaffolding plays an important and significant role in teaching students in their ZPD and it is the essential platform on which the guided reading lessons are initially built. This can be reflected in the students' ability to manipulate the speed of reading through the guided practice of various reading texts.
Consequently, the guided reading program helped eighth graders increase their words read correctly per minute through continued practice. In relation to the MOE's expectations of promoting reading fluency as a key learning outcome in the UAE context, stakeholders are recommended to give serious consideration to ways of implementing guided reading as an effective method for improving reading fluency skills. Additionally, researchers can also track developmental stages of reading fluency skills using guided reading grade levels.
Furthermore, teachers' views and experiences regarding the use of the guided reading approach in promoting reading fluency may be an interesting research topic for future investigation. An experimental evaluation of guided reading and comprehension interventions for elementary students at risk for reading difficulties. The Impact of Using Guided Reading Procedure Strategies (GRP) on Descriptive Text Reading Comprehension of Students in the First Semester of Eighth Grade at MTs Negeri 1 Tulang Bawang in the Academic Year of Doctoral Dissertation, UIN Raden Intan Lampung , Indonesia.
Guided reading and how it affects reading comprehension in struggling, intermediate, and advanced readers. Effectiveness of guided reading supplemental instruction on fourth grade reading achievement in an urban NJ school district as measured by Renaissance Star Reading and PARCC. Guiding Readers in the Middle Grades: Teachers can use guided reading strategies to help students achieve the CCSS for literacy.
Motivation among learners of English in the secondary schools of the east coast of the UAE (Doctoral dissertation, The British University in Dubai (BUiD)). The impact of guided reading instruction on first grade students performing below grade level in reading.
