Improving Reading Comprehension of Grade Three Pupils in Reading Short Stories at Hugom Elementary School

Abstract

INTRODUCTION

When students struggle with reading comprehension they are at a severe disadvantage. They do not retain what has been read and eventually become dissuaded by reading altogether. The purpose of this action research was to discover which guided reading strategies should be implemented to help develop comprehension skills. Educational professionals and theorists have determined that focused intensive instruction of reading strategies will improve reading the methods used in this study included prereading strategies, during reading strategies, and post-reading strategies specifically modified to improve comprehension.

METHODS

The researchers used three data gathering procedures namely, focus group discussion, survey method and retrospective interview. Also, the following data gathering tools, namely; checklist, questionnaire, and retrospective interview guide were used to attain the objectives of this study. It is important to teach the strategies by naming the strategy and how it should be used, modeling through the think-aloud process, group practice, partner practice, and independent use of the strategy. This is descriptive qualitative research which aims to identify the reading comprehension of Grade Three pupils. The respondents of the study are the third-grade students.

RESULTS

Many Grade Three pupils are slipping under the radar, transitioning from primary grade to intermediate grade without having acquired the necessary skills in reading comprehension. If educators can provide students with research-based instruction, they will eventually be able to utilize these strategies on their own. They will have the confidence and resources required to take on the complex and unfamiliar content found in expository texts.

DISCUSSIONS

Each student learns and acquires literacy differently; therefore, if a teacher can implement multiple guided reading strategies throughout the reading experience, they will promote student confidence in his/her reading abilities. It is important for educators to embrace student's various learning styles. Keeping in mind that a student's background strongly influences his/her literacy skills, teachers must remain flexible and choose whichever strategies will most benefit the student. Multiple guided reading strategies must be considered when students are struggling with comprehension. However, before concluding which strategies will help foster student literacy, educators must also adjust to the ever-changing definition of literacy.