“Analyzing the Efficiency of Using Different Approaches to Improve Reading Comprehension
Skills in a Primary school located in St Andrew, Jamaica”.
Action Research Proposal – (Needs Assessment)
Johnross C. Hutchinson
20191649
The Mico University College
YPRC4401: Reflective Practicum
Primary Education
Miss. Jennifer Gordon
April , 2023
1
Abstract
Reading comprehension is a critical skill for students in primary school. The ability to understand
written text is essential for success in all subjects. This research paper aims to analyze the
efficiency of using different approaches to improve reading comprehension skills and the effects
of reading comprehension skills or, more specifically, poor comprehension skills in s set of young
Grade Three children at the Woodford Primary and Infant School in Jamaica.
Evaluating the development in relation to learning to read. The study's goal was to apply
techniques to pinpoint trial results that could be fixed, enhancing the participants' reading abilities
for upcoming school changes. Direct observation, anecdotal notes, a checklist, and parent and
teacher interviews were used to gather the conclusive data. The study found that phonemic
awareness, when combined with the right reading tactics, functions as a stimulant, making it an
essential and necessary element in the development of reading skills. Phonemic awareness must
first be present, then it must be lit, and then it must be encouraged if kids are to become successful
readers.
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Table of Content
Chapters
Page #
Chapter 1
4
Chapter 2
15
Chapter 3
29
Chapter 4
36
Chapter 5
44
References
52
Appendices
59
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Chapter 1:
Introduction
Reading comprehension is a critical skill that underpins academic success and lifelong learning.
In the context of primary education, developing strong reading comprehension skills is essential
for students' overall educational growth. However, effectively improving reading comprehension
remains a persistent challenge faced by educators globally. This research paper aims to analyze
the efficiency of employing different approaches to enhance reading comprehension skills in a
Grade Three class at Woodford Primary and Infant school located in St. Andrew, Jamaica, by
drawing upon relevant sources in the field.
Jamaica, renowned for its vibrant culture and diverse population, recognizes the central role
of education in promoting social and economic development. Within this framework, primary
schools play a vital role in nurturing the literacy skills of young learners in Woodford Primary
and Infant, a prominent school in St Andrew. It is crucial to address the specific challenges faced
by students in this context to ensure their academic progress and achievement.
To investigate the efficiency of different approaches in improving reading comprehension
skills, it is important to examine existing research and literature. Several scholarly sources provide
valuable insights and evidence-based strategies for effective reading comprehension instruction.
For instance, Nation and Snowling (2004) emphasize the significance of vocabulary development
in enhancing reading comprehension. Their research highlights the strong correlation between
vocabulary knowledge and reading comprehension, suggesting that interventions targeting
vocabulary acquisition can positively impact students' comprehension abilities.
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In addition to vocabulary, explicit instruction in reading comprehension strategies has
shown promising results. Pressley et al. (2002) argue that teaching students specific strategies,
such as predicting, questioning, and summarizing, can significantly enhance their comprehension
skills. Providing students with explicit guidance and practice in these strategies has been found
to improve their ability to understand and engage with written texts.
Moreover, the use of authentic and engaging texts has been recognized as a crucial factor in
promoting reading comprehension. Hiebert and Kamil (2005) highlight the importance of
providing students with diverse and meaningful reading materials. They argue that such texts
foster interest and motivation, enabling students to develop a deeper understanding of the content
and improve their comprehension skills.
Considering the specific context of St. Andrew, Jamaica, it is essential to explore research
that addresses the unique challenges faced by primary school students in this region. Fergus et al.
(2018) conducted a study focusing on the impact of socio-economic factors on reading
comprehension. Their findings emphasize the significance of addressing socio-economic
disparities and providing targeted interventions to ensure equitable access to quality reading
instruction.
By synthesizing these and other relevant sources, this research aims to provide a
comprehensive analysis of the efficiency of different approaches to improve reading
comprehension skills in a primary school located in St. Andrew, Jamaica. Through the integration
of existing research, empirical data collection, and analysis, this study will contribute valuable
insights and recommendations for educators, policymakers, and stakeholders in the education
sector to enhance reading comprehension instruction.
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In conclusion, the development of strong reading comprehension skills is crucial for the
academic growth and future success of primary school students. By analyzing the efficiency of
various approaches, guided by relevant sources, this research aims to make meaningful
contributions to the educational landscape of St. Andrew, Jamaica. By identifying effective
strategies and interventions, this study seeks to empower educators to enhance students' reading
comprehension abilities and cultivate a lifelong love for reading and learning.
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The Practicum Setting
The Woodford Primary and Infant School is a Ministry-Funded Angilcan educational
institution located in a rural area in the hills of St.Andrew has been in existence since 1839 .This
institution currently has over 160 children in its enriched learning environment and has the
capacity to house up to 290 students. The school has two teaching units for each developmental
stage with the complex being divided into two sections a Primary and an infant department each
with their own developmentally appropriate and adequate resources.The Infant department is
located across from the St. Mary’s Woodford Anglican church. This caters to children between
the ages of 3 - 6 years . The department has three classrooms,one caters to children 2-3 years old,
one to 4 years old and one to 5 and 6 years old and the Primary department houses students
between the ages of 6-12 years of age.
The infant department is a concrete structure with board and zinc roofing. These
classrooms are partitioned using a board. The classrooms are print rich and have clear, physical,
and visual boundaries, defined by the furnishings and floor coverings. These furnishings and floor
coverings create spaces that are comfortable and that lend themselves to their intended purpose.
For example, the reading area has bookshelves and carpets along with cushions to make children
comfortable for reading.
The primary department is a two story building with six classrooms all made of concrete structure.
The second floor roofing is made of zinc.Grades 1-2 are located on the ground floor along with
the male, female and teachers bathroom. The canteen and tuckshop are also found on the ground
floor. Grade 3-6 along with the principal and staff room are located on the second floor The
classrooms boast several wooden desks as furniture. All classrooms are equipped with a white
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board and two ceiling fans. The classrooms have various corners established for the boosting of
learning and enrichment of lessons. In its print rich environment are charts that are appropriate
for all grade levels. Groups of various sizes are arranged in different classrooms for opportunities
such as social interaction and learning. Activities suited to large groups include opening group
story time and differentiation. Small groups allow more time for interaction with individual
children and are ideal for teaching new skills and providing feedback. Additionally, the small
groups are used to offer more opportunities for children to practice their language skills and to
facilitate children’s communication development. The entire school boasts a team of one
Principal, eight teachers, two caregivers, one administrative staff, two cooks, 3 axillary staff ,3
full time security and 2 relief security guards.Two of the teachers are senior teachers one for
infants to grades 1-3 and the other for grades 4 to 6. All these persons are supervised by the
principal. Together this team ensures that there is a smooth operation throughout the day.School
commences 7:45p.m and ends at 2:30 p.m. Throughout the course of the day students are given a
break at 10 a.m. and ends at 10:30 a.m. Lunch time for lower school is 11:45 a.m. to 12:30 p.m.
and upper school from 12:15 p.m. to 1:00 p.m.
The school has several clubs and societies that cater to the holistic child these include
Spelling Bee, Scouts, Music, Sign Language, Environmental and Dance Club Creative Arts. Club
meetings are held every Friday between the hours of 1:30 p.m. to 2:30 p.m.All students from
Infant to Grade six are members of the club.
The School is nestled on a hill facing the beautiful sunrise rising from the east in the mornings.
The community is a farming community that has several small businesses with farming being the
main source of income. The students are generally from a poor socioeconomic background, with
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many families being seasonally employed on coffee farms or in low-income jobs.Approximately
46 percent of students are beneficiaries of the PATH programme.
Most of the students are from the immediate community, with a few coming from Papine and
Maryland.
The Role of the Student-Teacher
Woodford Primary and Infant School comprise a ratio of 25:1 teachers for all respective classes.
My assigned scope (Grade 3), was represented by a group of twenty (20) children, between the
ages eight and nine-year-old (8-9). The class has a ratio of 14 boys to 6 girls who were placed in
gender-mixed groups based on their academic and social competencies. A variety of learning
styles were present in the class, with visual, auditory, and somatic kinaesthetic learners
dominating the others.
The teacher-to-student ratio made it clear that the institution was following Ministry of Educationmandated policies.
Being both the student-teacher and the classroom teacher I had the responsibility of teaching
all required subjects at the grade level which includes: Mathematics, Language Arts, Integrated
Studies, Reading Comprehension, HFLE, and P.E. I also had the responsibility to complete
different administrative duties such as marking the register, collecting lunch and snack money,
writing, teaching and evaluating lessons. I also had the responsibility for creating different
assessments and rubrics for the evaluation of children. student-teachers planned and delivered
engaging lessons that catered to the students' learning needs.
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Additional responsibilities were given to me by the principal such as the sport and club
coordinator, and Health and wellness ambassador. I am also tasked with the collection and
recording of the daily attendance in both departments. Additionally, I am also responsible for the
School-wide Positive Behaviour Intervention and Support (SWPBIS) initiative. Additionally,
one-on-one and small-group assistance was offered to students who needed it to help enhance
their academic abilities. Every student received individualized attention as a result, which had a
positive effect on the teaching and learning environment.
The student-teacher participated in the devotions, which were an important component of the
school's culture.As the student-teacher I participated in general, class, gender, and house devotion,
students and staff had the opportunity to reflect on their values, beliefs, and objectives.
Participation in devotions by the student-teacher fostered a supportive and constructive learning
environment and also supported their professional and personal development.
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The Issue identified
A percentage of the third-grade students at Woodford Primary and Infant in St. Andrew,
Jamaica,exhibit reading comprehension difficulties, which may impede their growth
academically as a whole.Despite the implementation of various instructional approaches, it
remains unclear which approaches are most effective in improving reading comprehension skills
among these students. Therefore, this study aims to analyze the efficiency of different approaches
in enhancing reading comprehension in a Grade Three class.
As a practicing teacher immersed in this learning environment, I noticed how forceful and
engaged the students were throughout class discussions.However, just twelve(12) of the twenty
(20) students were seen reading during reading sessions, and there was less classroom
involvement overall. I wondered why the other students in the class were not participating, so I
remembered that earlier data from the Informal Reading Intervention had shown that twelve (12)
or sixty percent (60%) of the twenty (20) students had reading and comprehension difficulties,
which had an impact on their general performance on academic tasks. Reading fluency is a key
skill, which is a prerequisite for comprehension as emphasized by Tindal et al. (2016) and
Rasinski (2014). They believe that fluency as a skill feeds into comprehension, which is the
ultimate goal of reading. According to DiSalle and Rasinski (2017), 90% of comprehension
problems are due to the deficiency in oral fluency.
While teaching a Language Arts lesson on decoding I observed some children struggling with
reading fluently and accurately. This can impede their comprehension as they spend most of their
cognitive effort on decoding individual words rather than understanding the text as a whole. Also
11
with Inferencing the Grade Three students struggled with drawing conclusions, making
predictions, or connecting information that is implied rather than explicitly stated in the text.
Observation showed that limited reading strategies were a great factor across all grades,
showing that students did not develop a wide range of reading strategies to enhance their
comprehension, such as predicting, visualizing, questioning, or clarifying. Content rich reading
strategies can help students to comprehend concepts better. Concept-Oriented Reading Instruction
includes activating background knowledge, questioning, searching for information, summarizing,
organizing information graphically (Guthrie, Wigfield, & Klauda, 2012).These strategies can aid
in un
derstanding the text at a deeper level It was further shown that attention and concentration was a
major deterrent with some Grade Three children, they experience difficulties with attention and
concentration, which impacted their ability to focus on the text and comprehend the information
effectively. Defining oral reading fluency has been a key issue for many educators and scholars
alike. The reason for this is that oral reading fluency involves identifying a host of different
aspects in a fixed time, such as the number of: correct words, incorrect words, pauses, repetition
of words or phrases and finally mean length of utterance (Rasinski 2014). However, based on
current research perspectives, there is a common definition for oral reading fluency, which is the
ability to read aloud a text accurately with natural speed (Rasinski 2009; DiSalle & Rasinski 2017;
Samuels 2007).
Reading comprehension is the capacity to extract knowledge from texts in order to comprehend
the complete text thoroughly and compel readers to read the entire paragraph in order to discover
the hidden knowledge. Understanding is a highly sophisticated cognitive process that involves
the reader's deliberate interaction with the text to produce meaning. In other words, understanding
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involves work and doesn't just happen. To derive meaning from what they read, readers must
actively and purposely work (David Chard, 2008).
Data gathered from student evaluations and observations at Woodford Primary and Infant
School showed that sixty percent (60%) of the students in Grade Three Huchinson struggled with
low reading and comprehension skills across all subject areas. Over the course of several months,
this information was gathered through evaluations, classroom activities, and teacher observations.
The information revealed that the pupils had trouble writing properly, verbally expressing their
ideas, and efficiently responding to reading comprehension tasks.
As per the focus of this intervention, special attention was given to comprehension skills, a crucial
skill required for the understanding of reading.
As the educator I was given the chance to discover methods for resolving this minor problem that
affects our Jamaican children. Reading Comprehension is integral in students understanding the
core subjects. Reading comprehension is crucial in the teaching and learning process; it is aptly
correlated with the learner’s academic performance (Sircey, 2017). However, it is a complex
process (Woolley, 2011) and is affected by several factors (e.g., the reader’s prior knowledge and
experiences) (Armstrong & Newman, 2011; Gill, 2008; Hermosa, 2006; Tracy & Morrow, 2006).
It is therefore imperative for educators to have operational knowledge on the different approaches
and strategies in teaching reading comprehension and how to strategically apply these in their
instruction. Importantly, effective reading instruction could only transpire if a teacher is
conversant with the different theories and researches in reading for it will definitely affect his/her
decisions on what will happen in the classroom (Gibney & Murphy, 2010).
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Three (3) research questions were also formulated to govern the proposal:
1.
What are the reasons for students’ difficulty in comprehending simple passages?
2. What different approaches are being employed to improve reading comprehension skills
in
Grade Three students ?
3. How can the percentage of students with reading difficulties in grade 3 be reduced?
The proposal's foundation and direction came from these inquiries. They aim to aid the researcher
in comprehending, analyzing, and resolving the unresolved problem found in the chosen young
children.
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Chapter 2: Literature Review
2.0
Introduction
It is important that in reading, primary school-age students not only call the words seen but too,
they comprehend what they have read. No two students are the same, so different approaches are
recommended to improve their reading comprehension skills. Elleman and Oslund (2019) noted that one
of the most complicated cognitive processes that people participate in is reading comprehension, which
makes it challenging to teach, assess, and study. Additionally, the complexity of reading demands that
students utilize various reading skills to achieve reading comprehension. However, reading
comprehension comes with numerous challenges. These challenges according to Klingner et al., (2007)
are products of the factors- fluency vocabulary mastery, word reading and word knowledge.
Consequently, when students encounter difficulties decoding the text, they are challenged in
understanding the meaning of the words they read. Same if they are slow readers who may or may not
read inaccurately.
2.1
Theoretical Framework
In recent years reading theorists have formulated numerous theories and models to better portray
the understanding of reading comprehension. While some models are broad, others are designed to be
specific. The researcher however in alignment with the objectives of the study looks at the following
models and theories; the RAND reading model, the DIME model, the Simple View of Reading (SVR)
model and Kinstsch’s construction integration model (1988).
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2.1.0
Simple View of Reading (SVR)Model
According to Hancock (2022), the Simple View of Reading aims to outline the abilities
that go into developing early reading comprehension. An individual's decoding ability and
language comprehension, according to the original hypothesis proposed by Gough & Tummer in 1986,
determine how well the pupil can read. The main point is that for reading comprehension, decoding skills,
as well as linguistic understanding, are required. In definition, decoding, according to Gough and
Tummer (1986 p.7) is the ability to read separated single words “quickly, accurately and silently.” As for
linguistic comprehension, they went on to define it as the “process by which, given lexical (i.e., word)
information, sentence and discourses are interpreted” (p. 7). Opined by Angelelli et al., (2021), according
to the SVR, the relationship between decoding and linguistic understanding and reading comprehension
will alter with education and reading ability. In the first years of formal education, reading comprehension
is predicted more by a child's decoding abilities than by their language understanding. Reading
comprehension only takes up a small portion of the time and effort new readers devote to phonological
decoding and word recognition tasks. Yet, as Catts (2018) pointed out, despite its usefulness, the model
does not explain the aspects of language or the cognitive functions that underpin reading comprehension.
2.1.1
Direct and Inferential mediation model (DIME) reading model
Recognizing the need for theoretical models to be developed and validated in secondary contexts,
Cromley and Azevedo (2007) conducted a comprehensive review of experiments investigating high
school reading comprehension predictors. Based on this review, said researchers hypothesized a reading
comprehension model bearing five components: word reading, vocabulary, background knowledge,
reading strategies and inference. The DIME components are more concerned with interindividual
differences in text processing or engagement with reading materials than with discourse-level oral
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language. Among these competencies, networks of prospective direct and indirect relationships with
varying path specifications were presented.
Despite the DIME theory being designed for secondary students, a study by Ahmed et al.,(2021)
evaluated the DIME model with a sample size of 364 struggling to read grades 3-5 students. Findings
from the study found that, between groups, there was no discernible reading comprehension mean
differences. However, across grade levels and treatment conditions, there were significant differences in
the direct and indirect effects of prior knowledge, vocabulary, word reading, strategies, and inferencing
on comprehension. For students who received text processing and/or basic skills interventions,
background knowledge, vocabulary, and inferencing were substantially associated with comprehension
at the posttest in relation to treatment groups. To acquire this knowledge, the researchers investigated
“two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text
processing only [n = 120]) and a control condition (n = 127).” That is, they look into how variables within
the reading system interact as well as whether the intervention has an impact on reading comprehension
levels. This was accomplished by evaluating the DIME model at baseline and a change model that
incorporated reading comprehension and word reading at posttest using structural equation models
(SEMs).
2.1.2 RAND reading model
Reading comprehension was described by the Snow of the RAND Reading Study Group (2002,
p.11) as the "extracting and constructing meaning through interaction and involvement with written
language" making it an influential reading framework for study and practice. The relationship between
the reader's preferences, the text, and the task within a sociocultural setting is what is known as reading
comprehension. The contextual basis of comprehension is highlighted by this approach. A reader might
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not have any difficulties understanding a text if the goal is easy (such as answering multiple-choice
questions). The same reader, however, might have trouble if they encounter complicated text about a new
subject (Elleman & Oslund, 2019).
2.1.3 Kinstsch’s 1988 Construction-Integration Theory
The Construction-Integration theory was established as a model of text comprehension by Dr.
Walter Kinstsch in 1998. Construction and integration are the two processes involved in comprehension,
which depends on knowledge from the text rather than already-known knowledge. Words, phrases, or
context are used to create the smallest possible units of concepts or propositions during the creation
process. After then, a knowledge network that is both pertinent to and unrelated to the propositions will
be triggered. The knowledge net will be improved with continued inference and more propositions. Local
meaning-representing propositions will be arranged as a microstructure, while relationships at a higher
level will create a macrostructure. As the knowledge network is being built, integration happens.
According to Xiao (2016, p. 187), it is a modified process that "involves text networks at the semantic,
syntactic, and discourse levels, and integration takes place in a recurrent circle."
The preceding circle from working memory is merged with the new network of text meaning as
it is being produced. The integration circle keeps going until all discrepancies are eliminated and a logical
interpretation is established. The theory's central tenet is that textual information rather than outside
knowledge generates comprehension. Knowledge is built from all textual levels and refined through the
reading process, as opposed to a top-down approach, from the perspective of creation and integration
(Xiao, 2016).
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2.2
Analyzing the efficiency of using varying approaches to improve reading comprehension
skills
According to Kose (2006) cited by Amin (2019), the reading's purpose is to make the unseen
layer and the underlying meaning transparent and plain. As such, Teele (2004, p. 92) asserts that every
reader's goal should be understanding what they have read. To achieve this Block and Israel (2005) relay
that by teaching reading methods like anticipating, making connections, envisaging, inferring, querying,
summarizing, and so on, teachers can help their students become better readers. As it is not as simple as
stated, Duke and Pearson (2005) reported that educators must name the methods they are teaching,
explain how they are used, model the strategies using the think-aloud technique, and have the students
practice them in groups, with partners, and on their own.
Additionally, to improve students’ reading comprehension skills, Amin and company (2018)
suggested the use of visual aids in the classroom. That is, the use of a multimedia projector as visual aid
helps students focus better on their reading. The pupils are assisted in understanding the conceptual
perspective of the text through a variety of visual aids, such as pictures and videos. Additionally, using
visual aids fosters a genuine connection between readers and the text.
Amin (2019) combined the findings of the aforementioned studies to conduct a study using six
approaches: predicting, making connections, visualizing, inferring, questioning, and summarizing. The
purpose of the action research was to ascertain both the reading awareness level (English) and to improve
students' English reading approaches. The first phase of the study lasted for three weeks with a sample
size of 25 pupils. Using a ‘Reading Awareness Survey’ findings of the study contradict that of Duke and
Pearson (2005) as ten students were unaware of the approaches. In the second phase lasting
approximately 5 weeks, Amin utilized texts from the book English Language by Alan Etherton. The
result in a quote,
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“The results of the reading awareness scale and my personal experience showed that at the
beginning of the study, there was a lack of knowledge in the area of reading approach in my students.
However, after a comprehensive study, there was an improvement in their success. As a researcher, at
the beginning of the study, I had the worries of implementing the English reading approach in the
classroom. Moreover, several approaches where another hindrance as the students might have found
them confusing. Another question was about the success of the students using the comprehension
approach independently since many of the students were not familiar with these reading comprehension
approaches. To overcome these obstacles, I had to guide and monitor the students in every step of the
process, especially for the questioning, inferring, and summarizing approaches. After intensive study,
I have found an unprecedented improvement in my students’ reading comprehension. The journey of this
research was rewarding for both my students and me. After this research journey, I have observed the
students’ better understanding of the approaches and their comprehension in reading has been improved.
This action research was a productive experience. Thus, I have observed an extensive understanding
of reading comprehension approaches as well as an improvement in English reading comprehension
of my students” (p.39)
There are, according to Lee (n.d.), six essential reading communication skills- decoding, fluency,
sentence construction and cohesion, vocabulary, reasoning and background knowledge and lastly,
working memory and attention. These skills however can be improved upon by different approaches as
seen below. However, the efficiency of these approaches must be analyzed so that the most appropriate
one can be used by educators to improve the reading comprehension skills of their students.
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2.2.1
Activating and the Use of Background Knowledge
According to Anderson and Pearson (1984), readers make use of their prior knowledge to help
them understand what they are reading. This knowledge is made up of people's experiences with the
outside world and their ideas about how written texts function, including their concepts of word
recognition, print concepts, word meaning, and how texts are created. Deshpande (2016) conducted a
study using Moreillon's (2007) methodology. Desphande’s study had a sample size of 60 University of
Mumbai first-year B.Com degree students. These students were given two passages on social issues that
will be used for comprehension. Upon briefly familiarizing themselves with the texts, the students were
questioned. By doing this the researcher activated their background knowledge by “helping the students
to relate the discussion of these questions to their reading of the actual passages” (p.195). According to
the findings of his study, the first passage discussed the problem of social violence committed by teens.
Even though the social issue was of a universal character, the setting in which it was presented in the
piece was unfamiliar to the students. Despite taking place in the present, certain vocabulary, particularly
that appropriate to the American context, made it challenging for the students to understand. The students
were more familiar with the other piece because of how comparable the context was, which dealt with
the issue of early weddings, which is very relevant to Indian society. They encountered a level of
intricacy with the nearly equivalent language.
From the sourced methodology, according to Keene and Zimmerman (1997, cited in Moreillon,
2007), readers relate textual information to themselves, other texts, and the wider world in three different
ways. A teacher might encourage students to read actively by asking them questions about each of these
connections.
Thus, guided by this, Desphande (2016) used:
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1. Think-aloud questioning to achieve the text-to-self as doing so enhanced their reading
comprehension of the two passages. Three questions that draw on the text-to-self approach
as the students pull on their experiences, for their individual opinion and compare and
contrast their realities with the text.
2. References to visual (images, books, newspaper) and audio (oral communication) aids
were used to activate the text-to-text. In this case, students would no longer reflect on
themselves but look at one text as opposed to another.
3. Text-to-world approach persuaded the students to look at the greater themed issues in life.
The researcher, therefore, encouraged greater comprehension of the text.
In essence, the questions posed to the students were not straightforward to encourage thinking, discussion
and reflection.
Lastly, the study had two phases. In the Before Reading stage, the pupils had difficulty
comprehending the text on the bases of vocabulary, and names of persons in the texts and context
(foreign) and thus encountered difficulties with inferring meaning to what they read. However, by
activating and using background knowledge, according to Deshpande’s finding the students understood
the scope and what the passages are about. In phase 2, During Reading although unable to immediately
relate to what is being read, they would identify similar events. The pupils were able to imagine
themselves in the settings portrayed in the passages thanks to these linkages. This improved
comprehension of the author's concepts and viewpoints
2.2.2
Predicting
Harper (1991) mentioned that there are six principles in teaching reading of which prediction is a
crucial factor. Block and Israel (2005) agreed by noting that predicting is one of the fundamental methods
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for improving comprehension since it helps readers establish a reading goal. Proficient readers use their
past experiences and current knowledge to predict events and create theories as they read. This method
also involves student participation, which piques students' interests and deepens their comprehension of
the text. The learner will be led to deepen his comprehension of the text by making comparisons between
the actual text's outcome and the predictions made during the prediction process. Some methods for
teaching prediction include modelling, making predictions throughout the text, working with partners,
using a graphic organizer, or placing Post-it notes throughout the lesson. The prediction approach also
includes the use of the title, table of contents, images, and keywords. Giving the students the assignment
of making predictions at specified times in the text, evaluating the guesses, and revising the predictions
as necessary are other crucial prediction strategies (Teele, 2004). Depending on the nature of the
comprehension passage, teachers and students use a variety of tactics when utilizing prediction skills,
either separately or together. In documenting her methodology Thomas-Fair (2005) said;
“ I worked with a small heterogeneous group of kindergarten readers. The group size was about
4-6 on a given day. This particular group was a highly motivated group who had confidence in their
ability to “read.” I used a literature-based reading program and reading aloud was a big part of the
guided reading portion of the balanced literacy framework. At each lesson, I would begin by showing the
children the cover of the book. Then I would give the children a lead phrase or a sentence starter like “I
think that this story will be …” or “I think that the character will end up…” After each student had an
opportunity to share their predictions, they were given their “prediction journals” in which they could
write or draw their predictions in the journal. I then read the story or part of it (depending on how long
it is) using guided reading questions during the story. After reading the story I allow each one of the
children to discuss their predictions and what actually happened in the story. After the discussion they
23
go back to the same page in their journal and write or draw whether their prediction was the same or
different and if it was different, how so.”
Upon concluding the passage, she further adds that the kindergarteners would “use phrases like
“I was almost close” or I am right a little bit” (p.7). The benefits achieved using this approach were:
-
Students’ vocabulary increased/improved by comparing what they wrote to what they learnt.
-
The students inventive spelling skills increased
-
Independent discussion
-
Increase motivation and participation as communications skills also increased
2.2.3
Visualizing
According to Erlita (2021), Visualization is a technique for producing pictures, diagrams, or
animations to convey a point. That is, since the dawn of humanity, visualization through visual imagery
has been a successful means of expressing both abstract and concrete ideas. The kids are less bored and
find the material more intriguing because of the representation. Activities involving visualization can aid
students in remembering what they have learnt in class. Goudvis and Harvey (2000) offer a few
visualization techniques in Nelson (2005 p.11, cited by Erlita 2021) ; (1) Visualizing with Wordless
Pictures; (2) Visualizing from a Vivid Piece of Text; (3) Visualizing in Reading, Showing not Telling;
and (4) Creating Mental Images that Go Beyond Visualization. These techniques encourage the readers'
use of their imagination in many ways,
According to Küçükoğlu (2012), teachers might encourage students to picture the locations,
people, and events in a story before asking them to sketch or write about the picture that appears in their
thoughts after visualizing the text.
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2.2.5
Summarizing
According to Wormeli (2005 p.2), summarization is a difficult process that requires students to
"restate the essence of text or an experience in as few words as possible or in a new, yet effective,
manner.". Thus, for this approach to be effective, Friend (2000) opined that the pupil must have the ability
to process the ideas of the text as well as relate to it. The summarizing strategy, a reading comprehension
technique, entails four steps: reading the material, analyzing the paragraph, providing a paraphrase in
response, and coming up with a summary of the passage.
A study by Ramirez-Avila and Barreiro (2021) shows how summaries of narrative texts might
increase reading comprehension. Sixty fifth-grade primary school pupils (31 males and 29 females)
participated in the study, and several of them had clear reading comprehension problems, particularly
with narrative materials. Pre-experimental research using a mixed design was used in this investigation.
In other words, both qualitative and quantitative tools were used to achieve the goal of their research.
Pre- and post-tests, a rubric, a learning journal, a survey, and a checklist were among the tools used to
gauge the students' growth and progress as well as their opinions on this innovation. The study's
conclusions showed that students' reading comprehension had improved. Means increased from 5.96 on
the pretest to 9.10 on the post-test. The checklist also demonstrated that students' summaries had all the
necessary components. The students had to reread and select the most important information to
summarize, and the researchers found that they would apply this method to other subjects, as
demonstrated in their learning logs. The study has ramifications for both educators and students since it
can raise awareness of the value of using summaries to increase reading comprehension.
According to Ramirez-Avila & Barreiro, (2021), “In this study, the results of using summaries
to improve reading comprehension have been successful” (p.105). They arrived at this conclusion by
noting that “In the beginning, students required a lot of monitoring and feedback. Students used a
25
checklist to make sure they included the elements of the summary. The results indicated that students
incorporated the aspects of the summaries” (p.105).
2.2.6
Questioning
Before, after, and even while they are reading, readers can put the questions to use. According to
Harvey and Goudvis (2000), the questioning process requires readers to ask questions of themselves to
construct meaning, improve understanding, find answers, solve problems, uncover information, and
discover new knowledge. The students are instructed to consult the text multiple times throughout the
reading process to locate the responses to the questions that the instructor posed before, during, and after
the reading. Students get practice differentiating between questions that test their past knowledge and
those that test their understanding of facts. According to NRP (2000), text passages can be integrated
through the use of the student-generated questioning method, which in turn leads to an improvement in
reading comprehension.
2.2.7
Inferring
Reading between the lines is what is meant by the term "inferring." According to Serafini (2004),
for students to come to their conclusions, they need to combine their prior knowledge with the material
presented in the text. Students will be able to draw inferences, make predictions, recognize underlying
themes, use the information to build meaning from text and use pictures to create meaning if they practice
inferring (Harvey & Goudvis, 2000). Inferring allows students to do all of these things. To conclude the
text, students can be taught strategies that involve the use of drawings, graphs, photographs, dates,
relevant terminology, and titles.
26
27
Summary
Approaches to improve reading comprehension skills are by no means a trending topic. More
researchers are now focusing on the impact of or the efficiency of individual and collective approaches
in their study. There are six reading comprehension skills- decoding, fluency, sentence construction and
cohesion, vocabulary, reasoning and background knowledge and lastly, working memory and attention.
Like reading, reading comprehension has its complexity and as such theories and models were developed
to understand these phenomena. Four of these theories/models are the Simple View Reading, RAND and
DIME reading models and Kinstsch’s 1988 Construction-Integration models. Guided by these
frameworks, numerous researchers have sought to analyze the efficiency of the following approaches.
They are: activating and utilizing background knowledge, visualization, inferring, summary, predicting
and questioning. It was found that the efficiency of these approaches in essence relied not only on the
inputs of the teacher but also on how students relate text-to-text, text-to-self and text-to-world.
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Chapter 3: Methodology
Introduction
This chapter presents the methodology employed in conducting the action research to address the
identified problem of poor reading comprehension among a group of Grade Three children at Woodford
Primary and Infant School in St. Andrew, Jamaica. The need assessment process is crucial in
understanding the specific challenges the Grade Three children face in their reading comprehension
skills. By conducting a thorough needs assessment, the researcher can gain valuable insights into the
factors contributing to poor reading comprehension and determine the appropriate interventions to
address the issue effectively.
The chapter aims to provide a transparent and systematic explanation of the methodology
employed in the action research, offering insights into the research design, data collection instruments,
procedures, and ethical considerations. By presenting a well-designed and well-executed methodology,
this study seeks to contribute to the knowledge and understanding of how to effectively enhance reading
comprehension skills among Grade Three children.
Needs Assessment Process
.
The needs assessment process undertaken in this study encompassed several essential steps to
comprehensively understand the problem of poor reading comprehension skills among Grade Three
children. It involved identifying the problem, exploring the contributing factors, and determining the
specific needs and challenges faced by the students. To identify the problem accurately, the researcher
thoroughly analyzed the student's reading performance, focusing on their comprehension skills.
Exploring the factors contributing to poor reading comprehension involved a multifaceted approach,
including observations, discussions with teachers, and analysis of student performance data. (Mcdaniel,
29
2019)The needs assessment process was conducted comprehensively, enabling the researcher to identify
the specific needs accurately and the challenges the Grade Three students faced.
Design and Use of Needs Assessment Instruments
The design and use of the needs assessment instruments are explained. Multiple data collection
instruments were utilized to gather comprehensive information related to the research questions and
objectives stated in Chapter 1. These instruments were carefully designed to assess various aspects of
reading comprehension skills and provide a holistic understanding of the student's abilities. (Cuiccio &
Husby-Slater, 2018) Informal interviews, observation checklists, structured observations, and class
activities were employed to gather qualitative and quantitative data.
Population Description and Sampling Techniques
The population description and sampling techniques employed in this study aimed to capture a
representative group of Grade Three students at Woodford Primary and Infant School in St. Andrew,
Jamaica. The target population consisted of all Grade Three students attending the school, who were the
focus of the research on improving reading comprehension skills.
To select the participants for the study, a purposive sampling technique was utilized. Purposive sampling
involves deliberately selecting individuals with specific characteristics or qualities that align with the
research objectives. In this case, the participants were selected based on their demonstrated difficulties
in reading comprehension. By explicitly targeting students with reading comprehension challenges, the
study aimed to address the identified problem directly and provide targeted interventions. (Campbell et
al., 2020)
A total of 20 students were included in the sample population. This number was considered
appropriate for the scope of the study and the available resources. Out of the 20 participants, 14 were
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boys, and 6 were girls. This gender distribution aimed to capture a balanced representation and account
for any potential gender-related differences in reading comprehension abilities.
The selected participants were aged between eight and nine years old, reflecting the typical age range of
Grade Three students. This age range was considered appropriate as it aligned with the developmental
stage when reading comprehension skills became increasingly important.
The selection criteria for the participants considered both academic and social competencies to
ensure a diverse representation of learners. The aim was to include students with varying reading
comprehension difficulties and backgrounds. (Allen et al., 2015) This approach helped ensure that the
interventions and strategies developed based on the study's findings would cater to the diverse needs of
the Grade Three student population.
By adequately describing the population and employing a purposive sampling technique, the
study ensured that the sample population accurately represented the target population. This approach
enhances the validity and generalizability of the research findings. It allows for meaningful insights and
interventions to be developed to address the identified problem of poor reading comprehension among
Grade Three students at Woodford Primary and Infant School.
Research Design
Action research was chosen as the research design for this study. Action research is a systematic
approach that involves identifying a problem, developing a plan of action, implementing interventions,
and reflecting on the outcomes to improve practice. This design was deemed appropriate as it allowed
for the active involvement of the researcher as a practicing teacher, providing insights into the
effectiveness of different approaches to improve reading comprehension skills. (Hirsch et al., 2000)
Participants
31
The target population for this study consisted of Grade Three students at Woodford Primary and
Infant School in St. Andrew, Jamaica. A purposive sampling technique was used to select a specific group
of participants who displayed difficulties in reading comprehension. A total of 20 students, comprising
14 boys and six girls, aged between eight and nine years old, were included in the study. The selection
was based on academic and social competencies to ensure a diverse representation of learners.
Data Collection Instruments
Multiple data collection instruments were used to gather comprehensive information on the
research questions. These instruments aligned with the study's objectives and aimed to provide a holistic
understanding of the student's reading comprehension skills. The following instruments were employed:
Informal Interview: Informal interviews were conducted with individual students to gain insights into
their experiences and challenges related to reading comprehension. These conversational interviews
allowed students to express their thoughts, difficulties, and strategies they used during reading.
Observation Checklist: An observation checklist was used to systematically record students' reading
behaviours and comprehension skills during reading sessions. The checklist included engagement,
reading strategies, decoding skills, and understanding of the text.
Structured Observation: Structured observations were conducted during classroom activities and
reading sessions to gather data on students' reading comprehension abilities. The researcher observed and
recorded specific behaviours, interactions, and strategies used by students during these sessions.
Class Activities: Various class activities were designed to assess students' reading comprehension skills.
These activities included guided reading sessions, group discussions, and comprehension-based
exercises. Students' performance and engagement in these activities provided valuable data on their
comprehension abilities.
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Data Collection Procedure
The data collection procedure in this study was designed to gather comprehensive information
on the reading comprehension skills of Grade Three students. It involved various methods, including
informal interviews, observation checklist completion, structured observations, and class activities.
Informal interviews allowed the students to express their thoughts freely and share their
challenges, strategies, and personal experiences with reading. An observation checklist was used to
record students' reading behaviours and comprehension skills during observation sessions. Structured
observations were conducted during regular class activities, where the researcher actively participated
and observed the students' reading comprehension abilities. Class activities were designed to stimulate
reading comprehension and gather performance data. Overall, the data collection procedure involved a
combination of methods that allowed for both direct and indirect data gathering. The researcher actively
engaged with the students during reading sessions and classroom activities, ensuring a rich and
comprehensive understanding of their reading comprehension abilities.
Data Analysis
The data analysis process employed in this study involved thoroughly examining the collected
data using a thematic analysis approach. This approach aimed to uncover and understand the underlying
themes, patterns, challenges, and potential strategies for addressing reading comprehension difficulties
among Grade Three students. The analysis began by reviewing and familiarizing the researchers with the
data, which included informal interview transcripts, completed observation checklists, structured
observation notes, and class activity results. The data were systematically coded and categorized into
meaningful themes, identifying key themes from the data. To ensure data validity and reliability, the
researchers employed triangulation. Throughout the analysis process, the researcher maintained a
33
reflective journal to document personal insights, biases, and reflections, helping to preserve transparency
and reflexivity in the research process.
Ethical Considerations
Ethical considerations played a crucial role in conducting the research to address the problem of
poor reading comprehension skills among Grade Three students. The following ethical principles were
upheld throughout the research process:
Informed Consent: Before the commencement of the study, informed consent was obtained from the
relevant stakeholders, including the school administration, parents, and participating students. This
ensured that all parties were well-informed about the research's nature, purpose, and potential risks and
benefits. Informed consent forms were provided to the parents or guardians of the students, outlining the
study's objectives, procedures, and their rights as participants. Students themselves were also informed
about the research in an age-appropriate manner, and their consent was obtained. (Bhandari, 2022)
Confidentiality and Anonymity: To protect the privacy and confidentiality of the participants,
pseudonyms or code names were used instead of their real names in all research-related documents,
reports, and publications. This measure aimed to ensure that the participants' identities remained
anonymous and their personal information protected. Additionally, all collected data were securely stored
and accessible only to the research team, further safeguarding the participants' confidentiality. (Bhandari,
2022)
Voluntary Participation and Withdrawal: Participants were assured of their voluntary involvement in
the study. They were informed that their participation was entirely voluntary, and they had the right to
decline participation or withdraw from the study at any stage without facing any negative consequences.
This guarantee helped to ensure that the participants felt comfortable and empowered in their decision to
be part of the research (Bhandari, 2022).
34
Summary
Chapter 3 presented the methodology employed in the action research conducted to address the
issue of poor reading comprehension skills among Grade Three students at Woodford Primary and Infant
School. The research design chosen for this study was action research, allowing for active involvement
and reflection by the researcher, a practicing teacher. The participants consisted of 20 Grade Three
students, selected through purposive sampling based on their difficulties in reading comprehension. To
gather comprehensive data, multiple data collection instruments were utilized, including informal
interviews, observation checklists, structured observations, and class activities.
Informal interviews provided insights into students' experiences and challenges, while the
observation checklist and structured observations recorded specific behaviours and interactions during
reading sessions. Class activities were designed to assess reading comprehension skills. The data
collection process involved conducting interviews, completing observation checklists, conducting
structured observations, and implementing class activities. The collected data were analyzed using a
thematic approach, identifying common patterns and themes related to the research questions.
Triangulation of data ensured data validity and reliability. Ethical considerations were upheld throughout
the study, informed consent was obtained from relevant parties, confidentiality was maintained, and
participants were assured of voluntary involvement.
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Chapter 4 - Needs Assessment Findings
Introduction
This chapter aims to present a comprehensive overview of the findings derived from a thorough
needs assessment conducted to address the pressing interest, need, and concern of enhancing reading
comprehension skills among Grade 3 students. This assessment sought to shed light on the underlying
research questions and objectives by employing various data-gathering methods and evaluation
techniques. The subsequent sections of this chapter will delve into the details of these methods, their
application, and the following results obtained. As this chapter is written in the past tense, it serves as a
report summarizing the crucial findings of the needs assessment. The thorough examination of the
gathered data provides valuable insights into the current state of reading comprehension among Grade 3
students, highlighting areas of improvement and informing future interventions and strategies.
Data Gathering Methods and Timing:
The needs assessment involved a combination of informal and formal data-gathering methods to
understand Grade 3 students' reading comprehension difficulties and identify their specific areas of
struggle. The researcher, who also served as a grade teacher, actively participated in the data-gathering
process, observing classroom instruction and activities to gain valuable insights into students' challenges.
The researcher also maintained a journal to record reflections and entries.
Formal data collection techniques included the Diagnostic Assessment Reading Test (DAR),
which evaluated students' reading comprehension skills across various dimensions, including phonics,
vocabulary, fluency, and silent reading comprehension. Interviews were conducted with the Grade Three
teacher and principal of Woodford Primary and Infant School to gather additional information and
insights into students' reading comprehension difficulties.
36
The timing of data-gathering methods was strategically planned to ensure a comprehensive
understanding of students' reading comprehension needs. Informal data collection methods, such as
observations and journal entries, were ongoing throughout the academic year. In contrast, formal data
collection methods, including the DAR administration and interviews, were conducted at specific
intervals within the academic year. (Allen et al., 2015)
By combining informal and formal data-gathering methods and considering the timing of these
assessments, the needs assessment provided a comprehensive and accurate understanding of Grade 3
students' reading comprehension difficulties and their specific areas of struggle.
Evaluation Methods
The needs assessment used quantitative and qualitative methods to analyze the data. The DAR
provided quantitative measures of students' reading comprehension skills, allowing for a comprehensive
assessment of their phonics, vocabulary, fluency, and silent reading comprehension performance.
Statistical analysis techniques, such as descriptive and inferential statistics, were used to derive
meaningful information. Narrative analysis was applied to the interview data, focusing on participants'
experiences and perspectives. This method was suitable for the oral interview format, as it allowed for a
deeper exploration of participants' unique viewpoints and responses to the research questions. The
combined approach ensured a holistic understanding of Grade 3 students' reading comprehension needs,
enabling the formulation of effective interventions and strategies. (Spache, 1953)
Results
The results of the needs assessment process are now presented in relation to the specific objectives
and research questions. The research questions that guided this needs assessment were:
What are the reasons for students' difficulty in comprehending simple passages?
How can the percentage of students with reading difficulties in Grade 3 be reduced?
37
The Diagnostic Assessment Reading Test (DAR) and interviews revealed that Grade 3 students
face reading comprehension difficulties due to various factors. These include limited vocabulary
knowledge, phonological awareness, inadequate reading fluency, and challenges in making inferences
and summarizing. To reduce the percentage of students with reading difficulties, strategies and
interventions were identified. One effective approach was the implementation of comprehension
strategies, which involved teaching students to predict, visualize, question, and clarify.
Adequate lesson planning was crucial, as it provided ample opportunities for students to practice
and apply their reading comprehension skills. Teachers could carefully select challenging texts, scaffold
instruction, and incorporate various instructional methods to cater to diverse learning needs. Reflections
or journal entries were also identified as valuable tools for both students and teachers. Group activities,
such as collaborative discussions, peer-to-peer interactions, and cooperative learning activities, fostered
engagement, shared ideas and promoted critical thinking skills. Overall, these strategies and interventions
helped improve students' reading comprehension and overall understanding of passages.
Presentation of Findings
The Developmental Reading Assessment (DRA) is a valuable tool for educators to assess and
monitor a student's reading abilities. It categorizes texts into different levels, indicating their complexity
and difficulty. This helps educators select appropriate reading materials and provide targeted support to
enhance reading skills. (Assessment: In Depth, 2021)The DRA includes text-level samples for grade 3
students, allowing educators to determine the appropriate level for each student and select texts that align
with their reading capabilities. This comprehensive understanding helps design instruction, develop
strategies, and provide interventions tailored to individual needs, fostering continuous growth and
improvement in reading skills.
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Level
Sample Texts
A
I Can! I Can!
I Can Help!
In My Garden
B
My Day
Ten Cats
A New Friend
C
The Pond
A Rainy Day
The Big Fish
D
The Farm
Camping Fun
The New Kitten
E
On the Trail
Lost!
Grandma's Glasses
F
The Magic Show
The Lemonade Stand
The Surprise
G
Going Fishing
The Soccer Game
The Lost Key
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H
A Perfect Pet
The Secret Cave
The Broken Toy
I
The Science Fair
The Haunted House
The Secret Code
J
The School Play
The Snowstorm
The Mysterious Footprints
K
The Amazing Invention
The Great Race
The Hidden Treasure
L
The Monster in the Closet
The Ghost Ship
The Secret of the Old Oak
M
The Time Machine
The Mystery of the Missing Diamond
The Secret Agent
N
The Alien Invasion
The Enchanted Forest
The Lost City
O
The Haunted Mansion
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The Quest for the Golden Crown
The Journey to Atlantis
P
The Galactic War
The Epic Battle
The Final Frontier
Interview
Understanding the impact of teaching methods on student learning can help identify reasons for
reading difficulties in Grade 3. Factors like limited vocabulary knowledge, phonological awareness, and
fluency can hinder comprehension. Strategies include lesson planning, text selection, scaffolding,
reflection, and group activities. Implementing targeted interventions can reduce reading difficulties in
Grade 3.
41
Reflections and lesson planning significantly impact students' reading comprehension skills, with
most respondents believing they can improve understanding and retention. Factors like limited
vocabulary knowledge, phonological awareness issues, inadequate reading fluency, and challenges in
inferences and summarization contribute to difficulties. A multi-faceted approach, including explicit
vocabulary instruction, phonological awareness, reading fluency improvement, teaching comprehension
strategies, individualized support, and collaborative learning, can help reduce reading difficulties in
Grade 3.
Group work is believed to improve reading comprehension outcomes, with 4 out of 8 students
believing it. Factors contributing to students' difficulties include limited vocabulary knowledge,
phonological awareness issues, inadequate reading fluency, and challenges in inferences and
42
summarization. A comprehensive approach, including vocabulary instruction, phonological awareness
training, reading fluency practice, comprehension strategies, differentiated instruction, and collaborative
learning, is needed to reduce reading difficulties in Grade 3.
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Chapter 5 - Proposed Intervention Plan
Introduction
This chapter presents a comprehensive, evidence-based intervention plan to address reading
comprehension difficulties among Grade 3 students. Based on the needs assessment, the project aims to
provide practical strategies and interventions to enhance students' reading comprehension skills and
reduce the percentage of students facing difficulties. According to Redford (2021), Strong reading
comprehension skills are essential for academic success, enabling students to understand and interpret
complex texts, think critically, and become independent learners. The intervention plan targets Grade 3
students, a critical stage in their educational journey, to ensure a solid foundation for future academic
growth. A thorough review of relevant literature on reading instruction and interventions was conducted,
integrating current research and best practices.
The researcher's extensive personal and professional experiences in education have significantly
influenced the plan's development, considering practical considerations and Feasibility. The goal is to
foster a love for reading among Grade 3 students and equip them with the necessary skills to comprehend
a wide range of texts. Addressing reading comprehension difficulties early on and providing targeted
interventions will significantly decrease the percentage of students facing challenges, leading to
improved academic outcomes and increased confidence among Grade 3 learners.
Justification of Proposed Intervention Plan
The proposed intervention plan incorporates evidence-based strategies and interventions from
relevant literature to improve reading comprehension skills among Grade 3 students. Practical
instructional approaches, such as explicit vocabulary instruction, phonics-based instruction, repeated
reading, and comprehension strategy instruction, have improved reading comprehension skills. Early
44
intervention is crucial in addressing reading difficulties and fostering long-term academic success.
Considering the constraints of time, resources, and class size, the plan is feasible and practical. It
promotes a collaborative approach involving teachers, administrators, and support staff to ensure
successful implementation and create a supportive learning environment. (Parrish, 2020)
The plan aligns with research questions and objectives outlined in the needs assessment, aiming
to improve students' performance in crucial areas such as vocabulary acquisition, reading fluency,
comprehension strategies, and critical thinking skills. The plan sets clear goals and objectives, allowing
for progress measurement and evaluation of intervention effectiveness. (Jansen, 2023) The intervention
plan is well-justified, grounded in needs assessment findings, supported by relevant literature, and
considers the practical realities of the educational setting.
Workable Strategies and Literature Support
The proposed intervention plan focuses on improving Grade 3 students' reading comprehension
skills through various strategies and interventions. Needs assessment findings and relevant literature
support these strategies.
Explicit vocabulary instruction is included to enhance students' vocabulary knowledge,
phonological awareness training to improve their ability to decode and encode words, reading fluency
practice to enhance reading speed and accuracy, and teaching comprehension strategies such as
predicting, visualizing, questioning, and clarifying. (Moody et al., 2018)
Reading fluency practice is included to enhance student's reading speed, accuracy, and prosody,
allowing them to focus on higher-level comprehension processes. This practice improves reading speed,
accuracy, and prosody, positively impacting overall comprehension abilities.
Comprehension strategies are taught, such as predicting, visualizing, questioning, and clarifying,
to enhance student's ability to monitor their understanding, make inferences, and engage with texts at a
45
deeper level. This approach is supported by literature emphasizing the importance of differentiated
instruction in improving student outcomes and engagement. (The Impact of Differentiated Instruction on
Student Reading Level Throughout the Response to Intervention Model, 2015)
Lastly, collaborative learning activities, peer-to-peer interactions, and group discussions are
incorporated to foster active engagement, critical thinking, and the development of communication skills.
By encouraging students to work together, share ideas, and discuss texts, they can deepen their
understanding, gain new perspectives, and construct meaning collaboratively. (Palmer, 2019)
The proposed intervention plan is supported by existing literature on effective reading instruction
and evidence-based practices, providing Grade 3 students with a comprehensive and well-rounded
approach to improving their reading comprehension skills.
Research Questions and Objectives
The proposed intervention plan addresses the research questions and objectives outlined in the needs
assessment. The research questions were:
1. What are the reasons for students' difficulty in comprehending simple passages?
2. How can the percentage of students with reading difficulties in Grade 3 be reduced?
Proposed Intervention Plan
The proposed intervention plan will be executed through a sequence of sessions/episodes/lessons
to facilitate enduring progress and enhancement. The scheduling of activities will be contingent upon the
curriculum and resources available at the educational institution. The plan includes the following
components:
46
Explicit vocabulary instruction
The explicit vocabulary instruction series will teach students new vocabulary words, word
meanings, and context clues through engaging activities, word games, and interactive exercises. The
series will employ techniques such as word mapping, synonyms and antonyms, contextual analysis, word
usage and sentence formation, multi-modal learning, real-world connections, and ongoing review and
reinforcement. These techniques will help students understand the interconnectedness of words and
improve their retention. (McKeown, 2019)
The instruction will also incorporate various materials and resources, such as visual aids, audio
recordings, videos, and interactive online platforms, to cater to diverse learning styles. Real-world
connections will be made between new vocabulary words and real-world scenarios, literature, or content
from other subject areas. Regular review sessions and cumulative assessments will be conducted to
reinforce vocabulary acquisition, and rare opportunities for students to revisit previously learned words
will be integrated to solidify understanding and prevent forgetting. (McKeown, 2019)
Phonological awareness training
Phonological awareness training aims to improve students' phonological awareness skills through
phonics lessons and activities. These include recognizing letter-sound correspondences, blending and
segmenting sounds, and practicing phonemic awareness exercises. The training includes phonemic
segmentation, rhyming and alliteration, syllable awareness, sound manipulation, word and sentence
segmentation, explicit phonics instruction, multisensory approaches, and progress monitoring.
Phonological awareness training teaches students the relationships between letters and sounds, lettersound correspondences, phonics rules, and decoding strategies. Multisensory methods, such as
manipulatives, gestures, or kinesthetic movements, reinforce phonological awareness skills by engaging
multiple senses. (Talbot, 2022)
47
Regular assessment and progress monitoring ensure appropriate support for students' growth in
phonological awareness. By incorporating these elements, students will receive a comprehensive and
systematic approach to developing their foundational reading skills, strengthening their ability to
recognize and manipulate sounds, and laying a solid foundation for reading and spelling success.
Reading fluency practice
According to Mat (2023), Students will engage in regular reading fluency exercises and timed
readings to improve their reading speed, accuracy, and expression. Leveled texts, including the
Developmental Reading Assessment (DRA) samples, will be provided to match students with appropriate
reading materials based on their abilities. The reading fluency practice will incorporate various strategies
and resources to enhance students' reading fluency skills. These include modeled reading, choral reading,
echo reading, repeated readings, leveled texts, phrasing and punctuation practice, fluency checks, and
progress monitoring, reader's theater, phrased reading, self-reflection and feedback, and self-reflection
and feedback. These elements will help students develop increased reading speed, accuracy, and
expression, becoming more confident and engaged readers capable of comprehending texts more
effectively and enjoying the process of reading. Regular fluency checks and monitoring will provide
valuable feedback on student progress, allowing for targeted instruction and intervention when necessary.
Comprehension strategy instruction
Comprehension strategy instruction is a comprehensive approach to teaching students various
comprehension strategies and techniques to enhance their understanding and interpretation of texts.
Teachers will model these strategies and provide guided practice opportunities for students to apply them
independently. These strategies include activating prior knowledge, pre-reading strategies, visualization,
questioning, monitoring comprehension, clarifying and summarizing, text structure awareness,
collaborative discussions, metacognitive reflection, and gradual release of responsibility.
48
Activating prior knowledge helps students build a foundation for understanding and connecting to the
text. Pre-reading activities, such as previewing the text features, making predictions, and generating
questions, enhance engagement and prepare students for active comprehension. Visualization helps
students create vivid mental images of the text, fostering a deeper connection with the content.
Questioning promotes active reading and encourages students to seek answers and make connections
within the text.
Monitoring comprehension helps students recognize confusion and use appropriate strategies to
address gaps. Clarifying and summarizing clarify confusing parts of the text, identifying unfamiliar
vocabulary, and outlining main ideas and key details. Text structure awareness helps students anticipate
and comprehend the flow of information. Collaborative discussions allow students to gain new
perspectives, develop critical thinking skills, and refine their comprehension through dialogue and
interaction. Metacognitive reflection helps students become aware of their strengths and areas for
improvement in cognition. (What Is Effective Comprehension Instruction? 2018)
Individualized support and differentiated instruction.
Students will receive individualized support and differentiated instruction based on their needs
and learning styles. This approach includes formative assessments, flexible grouping, individual
conferences, and various instructional materials. These strategies help tailor instruction to student's needs
and preferences, ensuring they have access to resources that resonate with them. Learning stations or
centers will be set up in the classroom, targeting specific skills or concepts and allowing students to rotate
through them for independent and self-paced learning. Choice and flexibility will be offered in learning
activities, with scaffolding to support comprehension and skill development. (Tomlinson, 2017)
Individual learning plans will be developed for students with specific learning needs or
Individualized Education Programs (IEPs), outlined with specialized support staff. Continuous progress
49
monitoring will be conducted to assess students' growth and adjust instruction accordingly. Regular
opportunities for students to reflect on their learning progress and provide feedback will be incorporated,
allowing for better refinement of instructional approaches to meet individual needs. Combining these
elements into individualized support and differentiated instruction will give students targeted and
personalized learning experiences, increasing motivation, confidence, and academic growth. (Tomlinson,
2017)
Collaborative learning activities
Collaborative learning activities will be integrated into instructional activities to encourage
meaningful discussions, share ideas, and develop critical thinking skills. Strategies and practices will be
employed to foster effective collaboration and maximize student engagement. These include structured
group discussions, jigsaw activities, collaborative projects, think-pair-share, peer feedback and
evaluation, collaborative problem-solving, cooperative learning structures, reflection and debriefing,
technology integration, and teacher facilitation. These activities promote communication, active
listening, and respectful exchange of ideas, fostering a supportive classroom environment where students
actively engage with their peers and construct knowledge together. Teachers will actively facilitate these
activities, provide clear instructions, set expectations, monitor group interactions, and provide guidance
and support. (Brame, 2015) By incorporating these elements, students will develop essential teamwork
skills, deepen their understanding through meaningful discussions, and strengthen their critical thinking
abilities.
Realistic Feasibility The proposed intervention plan
The proposed intervention plan is designed to be realistic and feasible within a school setting,
considering available resources, curriculum constraints, and the expertise of teaching staff. It allows for
flexibility in implementation while effectively addressing identified reading comprehension needs. To
50
ensure realistic Feasibility, the plan will utilize existing resources, align with the existing curriculum, and
provide appropriate professional development and support for teaching staff. The program will also allow
for flexibility in implementation, accommodating diverse needs and schedules, and promoting a
collaborative approach among teachers, support staff, and administrators.
The plan will also include mechanisms for monitoring and evaluating its effectiveness, such as
ongoing assessments, progress monitoring, and feedback loops, to ensure the intervention positively
impacts students' reading comprehension skills. By considering these factors and ensuring realistic
Feasibility, the intervention plan can be effectively implemented within the school setting, aligning with
existing resources, curriculum requirements, and teacher expertise while providing the necessary
flexibility and support to effectively address students' reading comprehension needs. (Viennet, 2017)
Conclusion
The intervention plan presented in this study is based on the needs assessment results, which have
been combined with pertinent literature and the researcher's personal experiences. The provided approach
offers a comprehensive and pragmatic strategy for effectively addressing the reading comprehension
challenges experienced by Grade 3 students. The intervention plan seeks to improve students' reading
comprehension skills and address reading difficulties by implementing various strategies. These
strategies include explicit vocabulary instruction, phonological awareness training, reading fluency
practice, comprehension strategy instruction, individualized support, and collaborative learning
activities. The proposed plan demonstrates a dedication to utilizing evidence-based strategies and
adopting a comprehensive approach to address the varied requirements of Grade 3 students effectively.
51
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Rockets.
Appendices
Reading Assessment (DRA)
TEXT LEVEL SAMPLES
The Developmental Reading Assessment (DRA) is an individually
administered assessment of a child’s reading capabilities. It is a tool to be used by instructors toidentify a students
reading level, accuracy, fluency, and comprehension. Each level listed below has examples of text for your child.
https://www.markweaklandliteracy.com/uploads/3/9/6/2/39620705/dra_level_examples.pdf
Interview
1. Do you think teaching methods have an impact on student learning?
a) Yes: 6 students
b) No: 1 student
c) It depends on the context: 1 student.
2. How are reflections or evaluation entries used in the classroom to help students retain and
comprehend information better?
a) By encouraging students to summarize their learning: 2 students
b) By providing opportunities for self-assessment: 3 students
c) Both a) and b): 2 students
d) None of the above: 1 student
3. To what extent does using reflections or appropriate lesson planning help students to develop
their reading comprehension skills?
a) Significantly: 4 students
b) Moderately: 2 students
c) Slightly: 1 student
d) Not at all: 1 student
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4. On a measure of 1 to 10, how helpful are reflections or the different reading strategies in
addressing the comprehension level in different subject areas?
a) 1-3: 1 student
b) 4-6: 2 students
c) 7-9: 4 students
d) 10: 1 student
5. Explain why you believe students and teachers should use journal entries or reflections to enhance
reading comprehension.
a) To promote critical thinking and deeper engagement with the text: 2 students
b) To monitor and assess comprehension levels: 1 student
c) To track progress and showcase growth as readers: 2 students
d) All of the above: 3 students
6. Do you find that the students perform better in reading comprehension when they are grouped
with other students?
a) Yes, group work improves comprehension outcomes: 4 students
b) No, individual work leads to better comprehension outcomes: 1 student
c) It depends on the students and the task at hand: 3 students
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