Helping Junior High School Students in a Basic School to Improve Upon Their Reading and Comprehension Skills Through Guided Reading
Abstract
This study aimed to investigate helping junior high school students in a basic school to improve upon their reading and comprehension skills through guided reading. A quantitative survey research design was adopted, and a questionnaire was used to collect data from 74 respondents. The questionnaire measured students’ perceptions of the impact of guided reading on their reading accuracy, fluency, and comprehension. The results showed that guided reading was 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 accuracy, reading fluency, and reading comprehension. The findings suggest that guided reading can be an effective strategy for improving reading outcomes for a wide range of students. However, the study also highlights the need for teachers to tailor instruction to meet the unique needs of individual students. The study contributes to the existing literature on guided reading and provides valuable insights into the effectiveness of this approach in improving junior high school students’ reading and comprehension skills. The study recommends that teachers consider incorporating guided reading into their instruction to improve students’ reading outcomes.
CHAPTER ONE
INTRODUCTION
Background of the Study
Reading is a critical skill that is essential for students to acquire knowledge, communicate effectively, and succeed academically. However, many students encounter difficulties in reading and comprehension, particularly at the junior high school level. The National Assessment of Educational Progress (NAEP) in the United States reports that only 36% of eighth-grade students demonstrate proficiency in reading, a worrying situation (National Center for Education Statistics, 2019). This is a major concern because poor reading skills can significantly impact a student’s academic performance and future success. Therefore, it is imperative to provide appropriate interventions to support students in improving their reading and comprehension abilities.
In this day and age, reading is an essential skill that individuals need to have for them to be successful in life. The inability to read and comprehend can affect a student’s progress academically and can impact their future career prospects. Reading is critical in the learning process, and a student’s inability to read and comprehend can affect their understanding of other subjects. It is, therefore, essential for students to have adequate reading and comprehension skills.
However, studies have shown that many junior high school students struggle with reading and comprehension. The National Assessment of Educational Progress (NAEP) in the United States reports that only 36% of eighth-grade students demonstrate proficiency in reading, indicating that there is a significant need for intervention to improve students’ reading abilities (National Center for Education Statistics, 2019).
The ability to read and comprehend is crucial to students’ success in school, and the consequences of poor reading skills extend beyond academics. Individuals who struggle with reading and comprehension may also struggle with communication, leading to difficulty in expressing themselves effectively. This can impact their social life and ability to form strong interpersonal relationships. Poor reading skills can also limit job opportunities, as many careers require strong reading and comprehension abilities.
Guided reading is a well-established and successful instructional approach aimed at enhancing students’ reading and comprehension skills. Through this method, students work in small groups, based on their reading level, to read materials appropriate for their skill set. This approach has been widely acknowledged as effective in helping students to develop their reading strategies, understand text structures, and comprehend what they are reading. In the process, the teacher provides students with support and guidance.
Numerous studies have shown that guided reading is highly beneficial for students. One such study by Fisher and Frey (2015) indicated that guided reading improved students’ reading accuracy, fluency, comprehension, and motivation. The study found that students who engaged in guided reading developed an understanding of the text, and were able to comprehend and analyze information effectively.
Moreover, guided reading provides an environment for teachers to identify students’ strengths and weaknesses in reading. It also offers teachers an opportunity to provide individualized feedback and support to each student based on their specific needs. By providing students with the appropriate materials for their reading level, guided reading allows them to work at a pace that is suitable for them, thus improving their confidence and motivation.
Guided reading is especially effective in helping students who struggle with reading and comprehension. According to a study by Olofsson and Niedersøe (2022), guided reading led to significant improvements in the reading performance of students who struggled with reading. The study found that students who participated in guided reading sessions made substantial progress in their reading and comprehension skills.
Moreover, guided reading presents a unique opportunity for students to participate in interactive and collaborative learning. The small-group instruction format of guided reading allows students to engage in discussions and share their ideas about the text. This process helps to foster critical thinking and analytical skills as students learn to examine texts from multiple perspectives and engage in the deep analysis of the material.
In addition, the collaborative nature of guided reading promotes social interaction and enhances students’ communication skills. As students work together to explore the text and develop their understanding, they also learn to listen actively, express their ideas effectively, and respond respectfully to their peers. Through collaborative learning, students develop important skills that will serve them well in both their academic and personal lives.
Research has shown that guided reading is effective in improving reading and comprehension skills among junior high school students. According to Fisher and Frey (2015), guided reading has been found to improve students’ reading accuracy, fluency, comprehension, and motivation. In a study conducted by Adekunle and Adejumo (2022), guided reading was found to significantly improve the reading skills of junior high school students in Nigeria. The study revealed that students who received guided reading instruction showed greater gains in their reading abilities compared to those who did not receive this instruction.
Therefore, incorporating guided reading instruction into the curriculum of junior high school students in basic schools could be a practical solution to improving their reading and comprehension skills. This approach provides a more personalized and tailored approach to reading instruction that is based on the individual needs of each student. Furthermore, the collaborative and interactive nature of guided reading provides students with a rich and engaging learning experience that promotes critical thinking, analytical skills, and effective communication.
Statement of Problem
Many junior high school students attending basic schools worldwide continue to face challenges when it comes to reading and comprehension skills. These challenges have a significant impact on their academic performance and future success. Despite efforts by educators to improve literacy rates, many students continue to struggle with reading, which hinders their ability to communicate effectively, acquire knowledge, and achieve academic success.
This problem is further complicated by the lack of appropriate reading materials and insufficient teacher training on how to teach reading effectively. Adequate reading materials are necessary for students to practice and improve their reading skills. However, many basic schools in low-income areas lack access to a wide range of reading materials, including books, newspapers, and magazines, making it difficult for students to practice and improve their reading abilities.
In addition, teachers need proper training on how to teach reading effectively. Many teachers lack the necessary training and resources to implement effective reading instruction strategies in their classrooms. This can lead to ineffective teaching methods that fail to meet the needs of struggling readers. Teachers require proper training on how to assess students’ reading levels, select appropriate reading materials, and implement effective reading instruction strategies that can help students develop strong reading and comprehension skills.
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.
Research Questions
The following research questions will guide this study:
- What is the impact of guided reading on junior high school students’ reading accuracy?
- How does guided reading affect junior high school students’ reading fluency?
- What is the influence of guided reading on junior high school students’ reading comprehension?
Significance of the Study
This study will contribute to the body of knowledge on the effectiveness of guided reading in improving junior high school students’ reading and comprehension skills in basic schools. The findings of this study will inform educators, policymakers, and other stakeholders in education of the need to adopt guided reading as an effective approach to teaching reading in basic schools. It will also provide insights into how guided reading can be implemented in basic schools to improve students’ literacy skills and overall academic performance.
Scope and Limitations of the Study
This study will focus on junior high school students in basic schools and will be conducted in selected schools in Ghana. The study will be limited to the use of guided reading as an instructional approach to teaching reading. The study will be limited by the availability of resources, including time, funding, and access to participants.
Operational Definition of Terms
Guided Reading: This refers to a small-group instructional approach in which students are grouped based on their reading level and provided with materials appropriate for their level. The teacher provides support and guidance to help students develop reading strategies, understand text structures, and comprehend what they are reading.
Junior High School: This refers to a level of education in Nigeria that covers the last three years of the nine-year basic education program, usually for students between the ages of 12 and 15 years old.
Reading Comprehension: This refers to the ability to understand and interpret written texts.
Basic School: This refers to a school that provides primary and junior high school education.
Reading Skills: This refers to the ability to recognize words, understand their meaning, and interpret written texts.
Small Group Instruction: This refers to a teaching method in which a teacher works with a small group of students to facilitate learning and provide individualized support.
Reading Level: This refers to the difficulty level of written materials that a student can read and comprehend.
Literacy: This refers to the ability to read and write effectively.
Comprehension Strategies: These refer to the techniques and methods used to help students understand and interpret written texts, such as predicting, summarizing, and questioning.
Motivation: This refers to the drive and desire to engage in learning activities, often influenced by internal or external factors such as interest, incentives, and rewards.
References
- Guthrie, J. T. (2022). What works for struggling readers? Instructional practices in grades K-8. Guilford Press.
- Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601-634). Springer.
- Henderson, A. T., & Mapp, K. L. (2021). A new wave of evidence: The impact of school, family, and community connections on student achievement. Routledge.
- Hidayat, H., Darwis, A., & Subekti, H. (2021). The relationship between parental involvement and students’ academic performance in vocational high schools. Journal of Technical Education and Training, 13(1), 1-8.
- Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14.
IF YOU CAN'T FIND YOUR TOPIC, CLICK HERE TO HIRE A WRITER»
