The Efficacy of Literature-Based and Content-Based Guided Materials on the Reading and Science Achievement of the Grade III Pupils of Isidro Cuadra Elementary School

Abstract

INTRODUCTION

The importance that has been placed on learning to read and reading to learn begins in elementary school. Teachers in the elementary school settings utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students.

METHODS

One group pre-test and post-test design was utilized to investigate the academic impact of using content-based or literature-based guided reading materials for small group reading instruction. This quantitative research identified the effects of different types of materials on students on both reading and science. Science Teacher and 40 Grade III pupils of Isidro Cuadra Elementary School participated in this study. The researcher began the analysis for this study by comparing the performance of the students in relation to what extent does guided reading instruction using content-based reading materials influence the students' knowledge retention in science in comparison to the use of literature-based guided reading materials. The teachers provided survey data prior to beginning the study and after the study was completed, representing pre-and post-test data results. These data were compared to identify differences in the guided reading practices over the course of the study.

RESULTS

The data analyses revealed a practical but not statistical significance for students in science performance. The results of this study did show practically significant results between the two groups. The students who received content-related guided reading materials benefited from the additional exposure to the science content and the teachers increased their use of informational texts.

DISCUSSIONS

Overall, there was no statistically significant difference in academic performance for students in reading. The choice of materials and the utilization of content-related materials showed to be practical for student achievement and showed no indication of a negative effect on reading performance. Guided reading practices and differentiated instruction provides students with the necessary strategic intervention needed to perform on reading assessments. The materials used during guided reading instruction, whether content-based or literature-based, did not hamper or detract from the reading instruction of the teachers. The consideration for selecting materials should be based on the needs of the students and curriculum connections.