Guided Reading Approach An Intervention To Address Grade I Struggling Readers

Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY

Tandag City
CHAPTER 1
The Problem and It’s Setting
Introduction
Guided reading instruction, taking place among small groups in the elementary
grades is becoming a critical component to a balanced literacy program. To become more
effective readers, students need the opportunity to practice reading while also
incorporating listening, viewing, and speaking skills (Fawson & Reutzel, 2000). Student
needs and abilities are so diverse that it is necessary for students to receive more
individualized attention during reading instruction. Reading involves both decoding
words and comprehending what is being read, and students need the opportunity to
practice both of these skills. Guided reading is an opportunity for teachers to differentiate
instruction for students and provide a closer examination of a text that cannot be done in
a whole group setting (Labadie,et.al., 2012). In kindergarten, it is crucial for students to
have a strong foundation to build on for reading and writing, and through guided reading
instruction students will learn and practice these skills to help prepare them for more
complex texts in the upper grades. Students are being asked to explore texts more
thoroughly, using text evidence to support his or her answer, and the proper guided
reading instruction can help students understand and respond to the reading (Ford &
Opitz 2001).
1
Tandag City
This teacher lead instruction occurs daily to weekly, with activities taking place
before, during, and after reading a text. Groups are usually formed based on student
needs, and abilities. In the early grades, lessons are developed focusing on a particular
skill with regard to phonics, word study/sight words, understanding of text features, and
comprehension. The skills and lessons are reinforced through multiple lessons and a
variety of texts.
The goal for guided reading instruction is to provide students with the opportunity
to not only become familiar with reading skills and practices, but to provide students with
a small group setting where they may not feel intimidated to take risks in reading.
Fountas and Pinnell (2006) state that the purpose of guided reading is to provide students
with strategies that they can use “on the run” when reading. When students have these
skills and strategies and teacher support, reading becomes fun to do. “They (students)
focus primarily on constructing meaning while using problem solving strategies.” Guided
reading offers teachers the opportunity to observe and assess student learning and reading
development. This component allows the teacher to select texts that are appropriate for
each student’s reading level. Actual guided reading instruction takes place in three phases
which are commonly referred to the beginning, middle and end of instruction.
Each phase is responsible for overall student achievement. In the beginning of
instruction the teacher takes the time to introduce students to the text by encouraging
each one to make a connection to the topic being read. In the middle, the students are
responsible for reading the text independently with the teacher available for support when
2
Tandag City
needed. The end of guided reading instruction allows the teacher to bring the small group
back together to discuss different elements that have come up while reading including
main ideas, questions, character traits etc. These steps in guided reading provide students
with the skills to become successful, independent, readers and thinkers.
Guided reading strategies are often used to help students who struggle with word
recognition & reading comprehension. Pre-reading, during-reading and post-reading
strategies are combined to facilitate learning and enhance literacy. Through the
implementation of guided reading strategies, students become aware of how print works
(Kasten, Kristo, & McClure, 2005), and students struggling with word recognition are
better to read words. “In guided reading, teachers show students the “tricks of the trade,”
then provide focused support to help them become independent readers and writers,”
(Kasten, Kristo, & McClure, 2005, p. 286). Teaching guided reading strategies to
students provides them with the tools to enhance phonemic awareness. By also focusing
on Freebody & Luke’s (2010) three reader roles, which exemplify pre, during and post-
reading strategies, educators can help students with phonemic awareness & reading
comprehension.
Struggling readers are still present in Grade I pupils of Mabahin Elementary
School, specifically on word recognition. A reader cannot understand what the text all
about when he cannot recognize or read the word or words within the text, thus the
researcher is pertinent to study Guided Reading Approach: An Intervention to Address
Grade I Struggling Learners of Mabahin Elementary School Academic Year 2018-2019.
3
Tandag City
Theoretical Framework
Larson & Marsh (2005) provide several theories such as New Literacy Studies
and Sociocultural theory, which stress the fact that every student learns differently based
on his/her background. One examining literacy through Sociocultural-Historical Theory
would present, “a culturally focused analysis of participation in everyday life” (p.101),
where “learning occurs, therefore, through participation in social, cultural and historical
contexts that are mediated by interaction,” (p. 105). Literacy is found in every aspect of
life and the need for appropriate and effective implementation of reading strategies to
build literacy skills varies based on each student.
In an attempt to understand and make meaning of the world we live in, people
engage in literacy activities for numerous reasons. Literacy is not just limited to oral
and/or written language, it is all-encompassing. Learning is becoming more authentic and
student-centered, and literacy is now seen as multifaceted. It is practiced daily through
reading, writing, speaking, listening, and even when we use technology. Every day
people participate in literacy events throughout even the most mundane of activities.
Freebody and Luke’s (2010) definition of literacy is a “multifaceted set of social
practices with a material technology, entailing code breaking, participation with the
knowledge of the text, social uses of text, and analysis/critique of the text” (p. 15). To
understand literacy acquisition one must first understand the developmental aspects of
language and the sociocultural variations that influence this development. Language
development must be looked at objectively from many different cultural perspectives in
4
Tandag City
order to understand how one begins to learn and acquire literacy. Furthermore, a
combination of cultural and linguistic variations must be meticulously dissected to fully
understand the relationship of literacy acquisition to language development. Literacy is
evolving, as are the approaches to teaching and the theories that support these
approaches.
Sociocultural theory describes that learners are “active agents in taking
responsibility for their learning and constructing goals and purposes for learning literacy”
(Larson & Marsh, 2005, p. 132). Teachers need to communicate to students that beyond
reading for entertainment purposes, word recognition and comprehension are the ultimate
goal in reading. Reading for comprehension occurs throughout every facet of life.
Reading occurs daily, even in the most mundane or usual activities, and New Literacy
Studies, “helps us to understand that literacy learning does not simply occur in formal or
informal settings, or in or out of school, but also occurs in-between in everyday
interaction as tools for building and maintaining social relations,” (Larson & Marsh,
2005, p. 18). Freebody and Luke’s (2010) four reader roles, which maintain traits found
in guided reading strategies, encompass the major components of reading while providing
an opportunity for teachers to learn whether or not students need additional instruction
and in which areas help should be considered. They explain that, “a successful reader in
our society needs to develop and sustain the resources to adopt four related roles: code
breaker (‘how do I read this?’), text participant (‘what does this mean?’), text user (‘what
do I do within this, here and now?’), and text analyst (‘what does all this do to me?’)” (p.
5
Tandag City
7). These roles, which parallel pre-reading, during-reading and post-reading strategies,
encourage word recognition while offering assistance to teachers on each student’s
individual needs.
Each student learns and acquires literacy differently; therefore, if a teacher is able
to 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 word recognition
However, before concluding which strategies will help foster student literacy, educators
must also adjust to the ever-changing definition of literacy.
6
Tandag City
Conceptual Framework
Guided Reading
Approach Developed Word
Pre-reading Recognition Skills of
Grade I Struggling
During Reading Readers
Post-reading
Figure 1.Schematic Diagram of the study.
7
Tandag City
Statement of the Problem
The study aimed to determine Guided Reading Approach: An Intervention to
Address Grade I Struggling Readers of Mabahin Elementary School Academic Year
2018-2019.
Specifically, it seeks to answer the following problems:
1. What is the Reading Profile of Grade I Pupils in Mabahin Elementary School
Academic Year 2018-2019 in terms of Word Recognition before the Guided
Reading Approach was implemented?
2. What is the Reading Profile of Grade I Pupils in Mabahin Elementary School
Academic Year 2018-2019 in terms of Word Recognition after the Guided
Reading Approach was implemented?
Significance of Study
This research work purposes to offer relevant information on Guided Reading
Approach: An Intervention to Address Grade I Struggling Readers.
School Administrators. Through this study, school decision makers will be able
to provide, support and take favorable and considerable actions to address struggling
readers with the use of guided reading not only in Grade I pupils but true to all grade
levels.
Teachers. The determination of this survey will raise and establish up their skills
in the educational activity. The information to be gathered from this study will assist
8
Tandag City
them in undertaking proper actions to make reading fun as well as meaningful for the
learners.
Parents. It will supply relevant info to them on how are they going to make
guided reading approach applicable at home and benchmark from the teachers on how to
conduct guided reading to their children.
Future Researchers. This survey will serve as a reference whenever they will
also take a standardized view.
Scope and Limitation of the Study
The study focused on Guided Reading Approach: An Intervention to Address
Grade I Struggling Readers of Mabahin Elementary School Academic Year 2018-2019.
The respondents of this study were the Grade I pupils of Mabahin Elementary School
S.Y. 2018-2019 which is a total of 51 pupils.
Definition of Terms
For clarification and understanding of this study the following terms were
defined.
Balanced Literacy. This refers to knowing students individually as readers,
writers, and spellers, providing many kinds of support, balancing both direct and indirect
instruction, and providing appropriate emphasis of all aspects of literacy: reading,
writing, spelling, listening, viewing, and speaking.
9
Tandag City
Differentiated Instruction. This refers to the procedures for assisting students, in
learning, providing options, challenging students, and matching books to students to
maximize their learning.
Guided Reading. It is a teaching approach designed to help individual struggling
readers build an effective system for processing a variety of increasingly challenging
texts over time.
Frustration Reading Level. The level of reading material that is too difficult for
a student to read successfully with less than 90% accuracy in terms of word recognition. .
Instructional Reading Level. The level of reading material that a student can
read with teacher support and instruction with 90-94% accuracy in terms of word
recognition.
Independent Reading Level. The level of reading material that a student can
read independently at a 95-100% accuracy level in terms of word recognition.
Phonics Instruction. Teaching the relationships between letters and sounds and
how to use them to read and spell words.
Phonological Awareness. The ability to identify and manipulate phonemes,
onsets and rhymes, and syllables; it includes phonemic awareness.
Phonemic Awareness: The ability to manipulate the sounds in words orally.
10
Tandag City
CHAPTER 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter includes literatures and number of studies relevant to the study.
Literature
Foreign
A successful balanced literacy program depends on word study and vocabulary
instruction. Children learn new words in multiple ways, by immersing students in
listening, speaking, reading and writing activities. Children need to experience words
through active involvement and repeated encounters to gain a strong understanding of
meanings and letter patterns (Richardson, 2009). Effective word learning strategies need
to be taught and modeled to students, with the goal of transferring this knowledge to
independent reading. At the primary level, early and beginning readers focus on three
foundational components of reading, including alphabet recognition, phonics and
phonological awareness, and high frequency word recognition (Klein, 2012). Once these
skills are mastered, other vocabulary, fluency, and comprehension skills will begin to be
introduced at the student’s instructional level.
Alphabetic knowledge begins with introducing the twenty-six upper and lower
case letters through naming, recognition and formation. Alphabetic knowledge is the
foundation for reading and writing development, and it is one of the most significant
11
Tandag City
early indicators of early reading and writing success. Alphabetic knowledge is obtained
through the use of alphabet letter books, and linking charts. Printing practice is also
incorporated in to letter instruction to assist in developing letter recognition. Students are
beginning to develop the connection between writing and reading through printing
practice, recognizing that each letter symbol has meaning. Teaching alphabetic
knowledge associates a letter with a known/taught picture and the keyword beginning
with the letter (Richardson, 2009). In kindergarten, and early childhood years, the
concepts are best taught in the form of games and engaging activities, such as matching
and sorting to familiarize students with the new concepts in an unthreatening manner.
Phonological awareness introduces students to the sounds of language through
repetitions and patterns in words. It is the awareness and sensitivity to the sounds and
rhythms of the English language. Brown (2010), states that the goal of guided reading
instruction is to help beginning readers become fluent through phonics based instruction.
This understanding is the foundation of reading in the early years. Guided reading
instruction allows for readers who are having a more difficult time to receive more word
level support. Phonics instruction needs to be explicitly modeled to students, where
students receive numerous opportunities to practice the skills in supported guided reading
setting. Children need practice and exposure to continuous texts in order to develop
phonics skills that they can use “on the run (Pinnell & Fountas, 2010).” Students need to
be taught these skills so that they can be successful reading independently.
12
Tandag City
Reading depends on the knowledge and understanding of sounds, examining
rhymes, syllables and phonemes. Klein (2012) states that “once letter symbols are
introduced, students should be able to manipulate the sounds within words by using their
knowledge of sound/symbol relationships (p. 3).” Word study and phonics instruction
takes place throughout guided reading instruction. During book introductions, the teacher
identifies aspects of words within the text to pay close attention to while reading. During
reading, the teacher is actively listening, to prompt students to breaks words into smaller,
known sounds, and after reading the teacher looks to identify a teaching point based on
the observations made while students are reading.
Phonemic awareness also begins to develop to support early reading behaviors.
Children first begin to learn words by recognizing those that sound alike. With that
understanding, they can then begin to identify individual sounds in words. Early reading
instruction teaches readers to segment and blend sounds in a word and identifies words
that begin or end with similar sounds. Readers learn to manipulate sounds in words to
create new words by substituting, adding and deleting other sounds. Inventive spelling
also depicts a child’s knowledge and understanding of speech sounds. The goal of
phonemic awareness is to teach children to associate sounds with individual letters.
Through systematic phonics instruction, the greatest amount of reading improvement will
be seen (Klein, 2012).
Reading is a complex aspect of instruction for many educators. Due to this fact, so
many educators are easily overwhelmed by the wide variety of student needs that should
13
Tandag City
be addressed. In the process of trying to reach each student at his/her level, educators
often become frustrated at their inability to do so effectively. One rationale for
diminishing this frustration is the implementation of a guided reading program. Fawson
and Reutzel (2000) stated that teachers have worked with are typically excited about the
possibilities of providing the necessary scaffolding and instructional support to their
students that guided reading offers” (p. 84).
This process begins with educators first assessing their students’ reading abilities.
Educators need to assess students in order to group them appropriately. This is done
using running records. Data in the areas of reading fluency, accuracy, and comprehension
need to be gathered on each student to allow educators to first discover the needs of each
learner and to then develop approaches and instruction to ultimately improve student
performance (Fountas & Pinnell, 2006). Assessing Phonological awareness, phonemic
awareness and comprehension will often provide insight as to whether a text is too easy
or too difficult. Recognizing such factors aids educators in discovering when to reassess
and move a student to a different group where his/her needs will be better met.
Utilizing guided reading within the classroom provides educators with an
effective way to differentiate reading instruction, allowing them to meet the needs of their
students. The success of students and their ability to begin using the strategies they learn
on their own is a goal of educators who implement guided reading. Students receive
ample support to encourage an eventual outcome of successful, independent silent
reading (Ford & Opitz, 2008). A study conducted by Harris (2004) at Woodland
14
Tandag City
Intermediate School in Illinois concluded such findings as she stated, “These pragmatic
educators sensed that frequent small group instruction and assessment components,
inherent in guided reading, were an outstanding vehicle for achieving individualized
instruction” (p. 24).
Such individualized instruction begins with forming guided reading groups based
on the data gathered from assessing. A survey of 3,000 educators who implemented
guided reading found these groups may consist of up to six students, meeting about three
times a week for a duration of about 20 minutes each time (Ford & Opitz, 2008). During
small group instruction, elementary educators leading groups of students ranging in age
from kindergarten through fifth grade guide students through a selected text which meets
the reading needs of the group. Creating guided reading groups may make it easier for
elementary educators to diversify lessons and allow students to learn in a way that is best
for them, which could increase their word recognition skills.
Lyons (2003) expressed just how important motivation is in relation to reading
when she wrote the following, “Motivation is arguably the most critical ingredient for
long-term success in learning to read and write” (p. 84). Lyons discussed this further in
her text through explaining the learning experiences of Matthew, an unmotivated first
grader. Matthew struggled with reading and writing and was put into the Reading
Recovery program where he was able to succeed and became excited about reading.
Reading Recovery is strictly used with “low-achieving first graders” (Reading Recovery
Council of North America, 2010). Despite this difference, Reading Recovery is much like
15
Tandag City
guided reading. Both programs are used to aid each student in succeeding in reading at a
pace and reading level appropriate for him/her. Ferguson and Wilson (2009) noted,
“Through the work of Marie Clay’s Reading Recovery, the guided reading framework
became a prevalent instructional practice in the primary grades” (p. 293).
Within the past few years, there have been numerous shifts in education and what
the best practices are for teaching our children. There has shown to be a strong
connection between children’s concepts about reading and the development of literacy
abilities (Brown, 2010). Over the past twenty years, research has demonstrated that
students, who do not have strong literacy instruction in the early years, rarely are able to
catch up in reading. The early years are crucial for identifying and preventing reading
difficulties. If children are provided a literacy rich environment, with high interest
activities and books, then they will develop a positive view of reading. Constance
Weaver (2004) defines reading as:
a process that involves the orchestration of the reader’s prior experience and
knowledge about the world and language. It involves such interrelated strategies as
predicting, questioning, summarizing, determining meanings of vocabulary, in context,
monitoring one’s own comprehension, and reflecting (p. 12).
Prior to this large shift in guided reading, literacy instruction was taught mainly in
a whole group setting (Richardson, 2009). This setting however did not allow for
balanced literacy instruction to take place, where teachers could effectively teach literacy
16
Tandag City
skills and strategies. For students at the emergent and early reader stages, guided reading
will focus on shared reading experiences eventually moving to more independent reading
(Fountas & Pinnell, 2006). Guided reading is a time for students to learn reading
strategies through the use of instructional texts. Struggling and emergent readers benefit
from engaging in rereading familiar texts when beginning a guided reading lesson. This
practice allows students to develop fluency by exposing them to words and texts that are
familiar. Brown (2010) refers to a study in which primary teachers worked to improve
reading achievement among students. Success in the study highlighted the use of leveled
readers aligned with the students’ reading needs and abilities, containing repetitious text
and interesting features to engage and motivate readers.
In primary guided reading, each lesson begins with a strong introduction to the
text that is being read. With the overall goal of reading for fluency and understanding,
students should be provided with background information to support his or her reading.
Readers benefit from “becoming familiar with the story, with the plot, with the phrases of
language that he might never have heard, with unusual names and new words, and old
(known) words used in an unusual way (Briggs & Forbes, 2009, p. 706).” Book
introductions allow the reader to hear the language and expression used in the text as it is
modeled by the teacher, which will support their own independence as a reader. The
teacher is providing a scaffold for children that support his or her ability to read more
challenging texts, effectively teach literacy skills and strategies.
17
Tandag City
Local
Students benefit greatly from the implementation of guided reading instruction.
Often, students who feel they cannot read just give up. When provided with texts at their
own guided reading level, students begin to realize exactly what they are capable of and
eventually develop an excitement for reading. Iaquinta, A. (2006) noted, “When
difficulty of text matches a student’s capabilities, interest in and love of reading is more
likely to be fostered” (p. 25). Making reading fun and enjoyable encourages students to
take part in reading activities more often.
Through the use of both individualized instruction and guided reading groups,
students are able to move at a pace comfortable for them. Iaquinta, A. (2006) wrote, “If
young children are to learn to read, they must encounter material that supports their
development” (p. 98). Students are engaged and can feel comfortable and confident as
they read aloud and are asked to recall details.
Layson, (2012). suggested teachers “create learning situations and activities in
which children are interested and can meet with success” (p. 92). Students develop an
understanding of important reading strategies and begin to internalize the strategies and
self-monitor while they are reading. Guided reading instruction takes the stress off the
students who do not feel successful. Laysons’ suggestion to “provide opportunities for
children to take risks without the fear of failure” (p. 92) allows them to read with others
knowing the environment they are in is free from judgment and is set up for their specific
18
Tandag City
learning needs. Each of these factors promotes word recognition and comprehension
mastery, and perhaps most important of all, mastery in reading. Ford and Opitz (2001)
noted that “The ultimate goal is to foster independent readers, and guided reading is a
means to this end rather than the end itself” (p. 2).
Related Studies
Foreign
Students who struggle with reading disabilities are sincerely in need of strategy
instruction, (Manset-Williamson & Nelson, 2005, p. 61), that is tailored to specifically
meet their needs. Because all students learn differently, and students with learning and
reading disabilities particularly struggle with word recognition (phonological awareness)
and mastery of comprehension and reading strategies, it is essential to provide
individualized, intensive reading instruction.
Torgesen, Alexander, Wagner, Rashotte, Voeller and Conway (2001) determined
through their research, “that one major task for the educational establishment is to find
ways to deliver both the quality and the intensity of instruction that many children seem
to require,” (p. 56). However difficult it is to incorporate the time necessary to efficiently
instruct students with reading disabilities, finding that time is a necessary obstacle that
educators must try to overcome. Duration and intensity of instruction is crucial to student
development in word recognition strategies, without teacher guidance, reading
achievement will only slightly increase, as Toppings, Samuels, and Paul (2007) confirm,
19
Tandag City
“appropriate, effective implementation involves not only the monitoring of reading
practice, but also implies action to guide the student towards successful phonological
awarenes” (p. 262). It is not enough to simply explain strategies to a student, one must
ensure through reinforcement of the strategies, that the student knows how to properly
use them.
Educators must take the time to build specific instructional plans based on
individual student needs because strategy instruction benefits and improves student word
recognition skill and comprehension (Schorzman & Cheek, 2004; Dewitz, Jones, &
Leahy, 2009). Not only is it essential that the strategies are created to fit student needs,
but students should also be afforded choices and the time needed to successfully
understand the strategies being taught.
Students who struggle with word recognition need instruction that supports,
domain knowledge, fluency and motivation to read (Guthrie, McRae, Coddington, Lutz
Klauda, Wigfield, & Barbosa, 2009).
Another study, by Whitehead and De Jonge (2013–14), which examined the
impact of guided reading, also identified benefits of guided reading for learners.
Whitehead and De Jonge undertook a small-scale comparative study in a New Zealand
school with Grade 5 students, in response to school data that showed stalled reading
achievement levels. The study aimed to support student participants to make connections
between the written text and graphic features in science texts (Whitehead & De Jonge,
20
Tandag City
2013–14). To achieve the study’s aim, Grade 5 students in a focus group were involved
in ten guided reading sessions.
Research exploring the guided reading approach suggests that guided reading
offers a supportive teaching and learning context. For example, Swain (2010), while
critical of aspects of the guided reading approach, concedes that the teaching and learning
context offered by guided reading is a favourable and strong feature of this instructional
approach. According to Swain, the small-group instructional context led by an expert
‘other’ or a teacher provides an ideal context for fostering a critical approach to reading
and viewing texts because ‘in order for pupils to adopt critical perspectives
independently, they first need opportunities to explore this with an experienced reader, so
they can understand the principles involved … guided reading might be the most
effective vehicle for achieving this’ (Swain, 2010: 135). The conclusion reached by
Swain confirms the potential value of guided reading as part of a comprehensive reading
program in classrooms that develop mastery in word recognition skill, reading
comprehension and as totality the literacy development of the child.
Local
Research studies investigating the impact of the guided reading approach on
learners show that learners benefit from participation in guided reading. Iaquinta, (2006)
investigated teachers’ implementation of guided reading, benefits identified by teachers
from students’ participation in guided reading included: improved student knowledge of a
21
Tandag City
range of effective reading strategies to support word recognition and subsequent use of
newly acquired strategies when reading texts; improved text recognition levels and
fluency rates; and reading independently (Iaquinta, 2006).
22
Tandag City
CHAPTER 3
RESEARCH METHODOLOGY
This chapter provides the discussion on the Design and Methodology of this
research. It is consists of Research Design, Research Locale, Research Respondents,
Research Instruments, Data Gathering Procedure and Statistical tool.
Research Design
This study employed an inquiry based, qualitative study in which data collected
will consist of observation notes, anecdotal records, pupil interviews and running record
assessments. This study will take place in a grade I classroom over the course of five
months, three days a week. The teacher provided guided reading instruction for the
entirety of the project. During the guided reading time, the teacher was responsible for
the instruction of guided reading groups. The thesis also explores how pupils demonstrate
mastery of the skills and strategies taught in guided reading, spending an additional of
one hour with pupils in the study as they engage in reading.
The goal of the research was to find the effectiveness of Guided Reading
Approach: An Intervention to Address the Grade I Struggling Readers. Change among
Grade I pupils Reading Profile in terms of Word Recognition was anticipated after
Guided Reading Approach was utilized. In order to determine if the implementation was
successful, struggling readers reading level in terms of word recognition before guided
23
Tandag City
reading approach were compared to those gathered after guided reading approach was
administered.
Research Locale
The research study was conducted at Mabahin Elementary School located at
Municipality of Cortes, Surigao del Sur. Specifically Grade I classroom was used.
Research Respondents
The respondents of the study were the Grade I pupils of Mabahin Elementary
School enrolled this current school year 2018-2019. There were 51 grade I pupils. Since
it is small in number, all of grade I pupils were the respondents of the study.
Research Instrument
For this study, the researcher used the Multi-Factored Assessment Tool (MFAT)
Pre-test that was conducted on the first week of June 2018. It is to identify the reading
level of Grade I pupils in terms of word recognition as to independent level, instructional
level or frustration level before the Guided Reading Approach was employed.
A running record was then used to gather data to determine the Guided Reading
Approach: An Intervention to Address Grade I Struggling Readers. The assessment was
administered to each student individually in the same room. The assessment began with
the teacher introducing a reading text and proceeded with the pupils reading the text.
While the student read aloud to the teacher, the teacher marked errors and self-corrections
24
Tandag City
in the provided columns on the running record to later determine the student’s reading
accuracy. All students were aware the teacher would take notes on their reading
performance and were neither bothered nor distracted by this. The assessments will also
be used to determine areas of growth and proficiency over the study period.
Data Gathering Procedure
The test was implemented during small group reading time in grade I classroom
during the months of June to October in a daily guided reading activity. Administering
the tests in June to October allowed enough time between tests to be able to distinguish if
the implementation was successful.
Students were called to the back table in each of their classrooms to work one-on-
one with the classroom teacher where the reading test was administered. Students were
asked to read aloud to the teacher the reading text then teacher records at the same time
the teachers taught the pupil the correct way of reading the words. Test time varied from
pupil to pupil in a range from 15 to 30 minutes, but there was no time limit. The teacher
kept track of pupil level of word recognition on a table designed for this study. The
researcher gathered test results after initial student testing was completed and after
students were retested in order to compare the two sets of data to one another.
The study took place for a period of five months, with data being collected thrice
a week during this specific guided reading instruction. The lesson will begin by having
pupils reread the text that was introduced the previous day which can focus on reading
25
Tandag City
fluency. Every day, students will be introduced to a new text at his or her instructional
reading level. At the beginning of the lesson, using a certain strategy or identifying a
specific type of word or letter pattern in the text. Pupils will read the text, teachers
records the words that wasn’t able to read by the pupil then study those words and
analyse on what phonemic awareness does the pupils have difficulty. This is true to all
pupils. Field notes, anecdotal records and running records will take place throughout
instruction.
A variety of data was collected to clearly understand Guided Reading Approach:
An Intervention to Address Grade I Struggling Readers. The data were analyzed
including field notes, anecdotal records, and running records. The data was coded with
regard to the activities taking place in guided reading, the word recognition skills that
was focused on and the development of the pupils shifting from word recognition to
reading comprehension. There is a triangulation across domains of data to secure validity
and reliability of the study.
Statistical Tool
The researcher employed the use of frequency and percentage distribution and
weighted mean as statistical tools in analyzing the data.
The following statistical tools were utilized to arrive at the solutions of the
different problems presented:
26
Tandag City
1. Frequency and Percentage Distribution. This will describe the number and
percentage of pupils under independent, instructional and frustration level. It was also
used to determine the percentage of increase or decrease of number of pupils in every
reading level after the Guided Reading Approach was employed.
2. Weighted Average Mean. This was applied to find the average mean of the
increase of pupils reading level.
27
Tandag City
CHAPTER 4
FINDINGS AND DISCUSSION
This study examined Guided Reading Approach: An Intervention to Address
Grade I Struggling Readers specifically on the word recognition skills of young children.
The data concerned with this study looked at qualitative and quantitative information as
well as the development of trends over the course of five months that the study took
place. The triangulation of data showed that many of the skills being developed by early
readers are crucial for future reading and writing success. The skills taught and activities
that take place will support readers through more complex texts. Guided reading in Grade
I pupils supports early readers in the areas of word recognition, monitoring and self-
correcting, solving for words and the development of comprehension skills.
Pupils in Grade I are exposed to word study and alphabetic knowledge as part of
their guided reading and balanced literacy programs. They work with manipulating
simple words, and playing with sounds that can be transferred to reading and writing
activities. In early childhood, young children are beginning to learn that you read for
meaning, and when something doesn’t make sense, you go back and try to fix it. Pupils
worked to make sure that what they read not only made sense but visually the words
looked right. This concept was seen through voice-print match as well as identifying parts
of the word, such as the beginning, middle and endings. Comprehension skills also are
beginning to develop in early childhood years, as students learn to identify the structure
28
Tandag City
of texts. Early readers can identify details in a text, and can go back into a text and show
where they got their information. Comprehension was also seen in the pupil’s ability to
write about their reading, describing the events taking place in a text.
Differentiated instruction plays an important role in the development of an
individual’s literacy growth and development. Pupils reading success depends on
teaching and instruction that is able to meet the needs of the individual learner. Small
reading groups allow for more individualized attention from the teacher where pupils can
receive additional support in a less threatening environment.
The teacher was able to differentiate texts to more closely meet the instructional
reading needs of the pupils. For struggling learners specifically those pupils under
frustration level, teacher used manipulative within the guided reading lesson allowed for
more visual learners to develop phonics skills in a more concrete way.
The study revealed the crucial role that assessments play in word recognition
skill. Assessment revealed the student’s strengths and needs, as well as the strategies that
they did or did not know or use to read successfully. Assessment was seen both
qualitatively and quantitatively through anecdotal records and running records to provide
a well-rounded picture of each pupils reading needs and abilities. The strengths of the
pupils were used to support new learning, and the needs were addressed within
instruction to help the pupils’ development of word recognition skill. Assessment was
seen as a necessary component to the development of instructional lessons. Through
29
Tandag City
assessment and data collection, student growth and proficiency is measured, highlighting
specific skills and strategies being used to work through a text. Many of the skills and
strategies developed by the pupils in the reading groups included rereading, cross
checking, multiple cueing systems, and solving for unknown words.
With Guided Reading Approach this study has demonstrated the importance of
providing children with a strong balanced literacy program in the early years. Those early
reading skills such as decoding and word solving that are taught in early childhood grades
need to be established so that the skills of fluency, comprehension and analyzing texts
can begin to take shape soon afterwards. All the skills that are taught in guided reading
work together to help students become successful readers. This study has helped
recognize the importance of qualitative data, and the variety of information that can come
from observations, and looking closely at a child’s reading. A stronger understanding has
developed of the importance of exposing early readers to these skills and strategies in
order to provide students with the skills they will need to read and understand more
complex texts.
30
Tandag City
CHAPTER 5
CONCLUSION AND RECOMMENDATION
Conclusion
The goal of Guided Reading Approach: An Intervention to Address Grade I
Struggling Readers is to develop the word recognition skill of the pupils. The activities
that surround a Guided Reading Approach are important for developing a well-rounded
literacy program and literacy growth in pupils. Pupils participated in various word study
skills and comprehension activities that they were able to apply to the texts and writing
activities that were a part of each lesson. The success and importance of the activities that
took place within the guided reading lessons was evident through data collection in
anecdotal records and post assessments.
Differentiated instruction is a strong component of guided reading in that it works
to meet the needs of the individual learner. Not all pupils come into school with the same
early literacy experiences, and small group instruction provides pupils with the support
that he or she needs at that point in their literacy development.
Recommendation
A strong balanced literacy program needs to be established at the early childhood
level so that all students have the opportunity to succeed and develop as readers. Within
guided reading, instruction needs to be tailored to meet the individual needs of all
31
Tandag City
students. Students need to work with texts and materials at their instructional reading
level in order to successfully process and develop the skills needed to read more complex
texts. Guided reading groups should be flexible and change to meet the present needs of
each student. Students need to be taught multiple reading strategies that they can use to
solve unknown words or process a text. They need to be exposed to and learn to use
strategies that connect to meaning, structure, and visual cues. All of these strategies are
important to reading and understanding texts, and they work together to support the
readers in multiple ways.
Assessment needs to drive instruction, and should be a consistent component to
guided reading instruction. Early readers are quick to make significant reading gains, and
regular assessment of strengths and needs will allow the teacher to adequately monitor
progress and adjust reading instruction and reading groups to meet the students’ needs. A
variety of assessments should be considered in instruction to gain an overall
understanding of individual and group reading processes.
Guided reading is a fairly new component to the literacy curriculum, in terms of
the structure that has been set by many literacy leaders, including Fountas and Pinnell,
and Jan Richardson. It is the responsibility of all educators, to become aware of current
research surrounding the field of education and literacy development as it pertains to
them in order to properly prepare students for future learning.
32
Tandag City
Future research into guided reading would benefit from looking into the benefits
of following one structure of guided reading over another. There are multiple programs
established in the literacy field that focus more heavily on certain aspects of balanced
literacy than others. Research could look to identify those areas of balanced literacy that
are most beneficial to the literacy growth and development of young children. More
research could also be performed to address the benefits of different reading methods
such as choral reading, modelled reading, and independent reading performed by the
classroom teacher and students during a guided reading lesson.
33
Tandag City
REFERENCES
Briggs, G., & Forbes, M. (2009). Oral reading fluency: Accuracy of assessing errors and
classification of readers using a 1-min timed reading sample. Preventing School
Failure, 709. Retrieved from EBSCOhost.
Brown, T. H. (2010). Learning to read: The unofficial scripts of succceders and

strugglers. Reading Teacher, 64(4), 261-271. doi:10.1598/RT.64.4.4
Dewitz, P., Jones, J., & Leahy, S. (2009). Comprehension strategy instruction in core
reading programs. Reading Research Quarterly, 44(2), 102-126.
Fawson, P. C., & Reutzel, D. R. (2000). But I only have a basal: Implementing guided
reading in the early grades. The Reading Teacher, 54(1), 84-97. Retrieved from
EBSCOhost.
Ferguson, J. & Wilson, J. (2009). Guided reading: it’s for primary teachers. College
Reading Association Yearbook, 30, 293–306.
Ford, M. P., & Opitz, M. F. (2001). Reaching readers: Flexible and innovative strategies
for guided reading. Portsmouth, NH: Heinemann.
Ford, M. P., & Opitz, M. F. (2008). A national survey of guided reading practices:
What we can learn from primary teachers. Literacy Research and Instruction,
47(4), 309-331. doi: 10.1080/19388070802332895
Fountas, I. C., & Pinnell, G. S. (2006). Guided reading, good first teaching for all
children. (1st ed.). Portsmouth, NH: Greenwood Press.
Freebody, P., & Luke, A. (2010). Literacies programs: Debates and demands in cultural
context. Prospect, 5(7), 7-16.
Guthrie, J. T., McRae, A., Coddington, C. S., Lutz Klauda, S., Wigfield, A., & Barbosa,
P., (2009). Impacts of comprehensive reading instruction on diverse outcomes of
low- an high-achieving readers. Journal of Learning Disabilities, 42(3), 195-
214.
Harris, E. (2004). Guided reading at Woodland Intermediate: An anecdotal record of a

pilot program for the 2003-2004 year. Illinois Reading Council Journal, 33(1),
24-29. Retrieved from EBSCO host.
34
Tandag City
Iaquinta, A. (2006). Guided reading: A research-based response to the challenges of early

reading instruction. Early Childhood Education Journal, 33(6),
413-418. doi:10.1007/s10643-006-0074-2.
Kasten, W. C., Kristo, J. V., & McClure, A. A. (2005). Living literature. Using children’s
literature to support reading and language arts. Upper Saddle River, NJ: Pearson
Education, Inc.
Klein, A. (2012). Providing differentiated reading instruction to meet the individual needs
of students. Readinga-z.com.
Labadie, M., Wetzel, M., & Rogers, R. (2012). Opening spaces for critical literacy:
Introducing books to young readers. Reading Teacher, 66(2), 117-127.
doi:10.1002/TRTR.01097
Larson, J., & Marsh, J. (2005). Making literacy real: Theories and practices for learning
and teaching. Thousand Oaks, CA: Sage.
Lyons, C. A. (2003). Teaching struggling readers: How to use brain-based research to

maximize learning. Portsmouth, NH: Heinemann.
Layson, J. L. (2012). Revisiting key assumptions of the reading level framework.

Reading Teacher, 66(1), 53-62. doi:10.1002/TRTR.01093
Manset-Williamson, G., & Nelson, J. M. (2005). Balanced, strategic reading instruction

for Upper-elementary and middle school students with reading disabilities: A
comparative study of two approaches. Learning Disability Quarterly, 28, 59-74.
Pinnell, G.S. & Fountas I. (2012) Research Base for Guided Reading as an Instructional
Approach. Scholastic. www.scholastic.com/guidedreading.
Pinnell, G. S., & Fountas, I. C. (2010). The continuum of literacy learning, grades prek-
8, a guide to teaching. (Second Edition. ed.). Heinemann Educational Books.
Pinnell, G. S., & Fountas, I. C. (2010). When readers struggle, teaching that works.
Portsmouth, NH: Heinemann Educational Books.
Reading Recovery Council of North America. (2010) Reading recovery: Basic facts.
Retrieved October 21, 2018 from http://www.readingrecovery.org
Richardson, Jan (2009). The Next Step in Guided Reading: Focused Assessments and
Targeted Lessons for Helping Every Student Become a Better Reader. Scholastic.
New York
35
Tandag City
Schorzman, E. M., & Cheek, JR, E. H. (2004). Structured strategy instruction:

Investigating an intervention for improving sixth-graders’ reading comprehension.
Reading Psychology, 25, 37 60.
Swain, C. (2010). ‘It looked like one thing but when we went in more depth, it turned out
to be completely different’: reflections on the discourse of guided reading and its
role in fostering critical response to magazines. Literacy, 44(3), 131–6.
Topping, K. J., Samuels, J. & Paul, T. (2007). Does practice make perfect? Independent
reading quantity, quality and student achievement. Learning and Instruction, 17,
253-264.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., &
Conway, T. (2001). Intensive remedial instruction for children with severs
reading disabilities: immediate and long-term outcomes from two instructional
approaches. Journal of Learning Disabilities, 34(1), 33-58.
Weaver, C. (2004) Reading process and practice. Portsmouth, NH: Heinemann.
Whitehead, D. & De Jonge, S. (2013–14). Using guided reading to help students navigate
science texts. Journal of Content Area Reading, 10(1), 29–55.
36

Guided Reading Approach An Intervention To Address Grade I Struggling Readers

Uploaded by

Copyright:

Available Formats

Guided Reading Approach An Intervention To Address Grade I Struggling Readers

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guided Reading Approach An Intervention To Address Grade I Struggling Readers

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

The Problem and It’s Setting

grades is becoming a critical component to a balanced literacy program. To become more

individualized attention during reading instruction. Reading involves both decoding

a whole group setting (Labadie,et.al., 2012). In kindergarten, it is crucial for students to

Each phase is responsible for overall student achievement. In the beginning of

with the skills to become successful, independent, readers and thinkers.

recognition & reading comprehension. Pre-reading, during-reading and post-reading

Struggling readers are still present in Grade I pupils of Mabahin Elementary

researcher is pertinent to study Guided Reading Approach: An Intervention to Address

Grade I Struggling Learners of Mabahin Elementary School Academic Year 2018-2019.

on his/her background. One examining literacy through Sociocultural-Historical Theory

would present, “a culturally focused analysis of participation in everyday life” (p.101),

build literacy skills varies based on each student.

and/or written language, it is all-encompassing. Learning is becoming more authentic and

student-centered, and literacy is now seen as multifaceted. It is practiced daily through

Freebody and Luke’s (2010) definition of literacy is a “multifaceted set of social

development must be looked at objectively from many different cultural perspectives in

combination of cultural and linguistic variations must be meticulously dissected to fully

understand the relationship of literacy acquisition to language development. Literacy is

Sociocultural theory describes that learners are “active agents in taking

informal settings, or in or out of school, but also occurs in-between in everyday

encourage word recognition while offering assistance to teachers on each student’s

to embrace student’s various learning styles. Keeping in mind that a student’s

must also adjust to the ever-changing definition of literacy.

Figure 1.Schematic Diagram of the study.

Statement of the Problem

The study aimed to determine Guided Reading Approach: An Intervention to

Address Grade I Struggling Readers of Mabahin Elementary School Academic Year

Specifically, it seeks to answer the following problems:

1. What is the Reading Profile of Grade I Pupils in Mabahin Elementary School

Academic Year 2018-2019 in terms of Word Recognition before the Guided

Reading Approach was implemented?

2. What is the Reading Profile of Grade I Pupils in Mabahin Elementary School

Academic Year 2018-2019 in terms of Word Recognition after the Guided

Reading Approach was implemented?

This research work purposes to offer relevant information on Guided Reading

Approach: An Intervention to Address Grade I Struggling Readers.

Scope and Limitation of the Study

The study focused on Guided Reading Approach: An Intervention to Address

Grade I Struggling Readers of Mabahin Elementary School Academic Year 2018-2019.

S.Y. 2018-2019 which is a total of 51 pupils.

Balanced Literacy. This refers to knowing students individually as readers,

instruction, and providing appropriate emphasis of all aspects of literacy: reading,

writing, spelling, listening, viewing, and speaking.

Differentiated Instruction. This refers to the procedures for assisting students, in

learning, providing options, challenging students, and matching books to students to

maximize their learning.

Guided Reading. It is a teaching approach designed to help individual struggling

readers build an effective system for processing a variety of increasingly challenging

texts over time.

read independently at a 95-100% accuracy level in terms of word recognition.

how to use them to read and spell words.

Phonological Awareness. The ability to identify and manipulate phonemes,

onsets and rhymes, and syllables; it includes phonemic awareness.

Phonemic Awareness: The ability to manipulate the sounds in words orally.

REVIEW OF RELATED LITERATURES AND STUDIES