CHAPTER 2: LITERATURE REVIEW

2.1. Theoretical background

2.1.1. Definition of reading
Reading is defined in different ways by different people, and each definition
reflects a different perspective on reading. “Reading” plays an important role in
our lives. Through reading, we can make interesting discoveries about customs,
landscapes, and countries of the world we have never visited before. Many
definitions of reading have emerged in recent decades, but “no definition of
reading can possibly include all points of views and features” (Robinson and Good
- 1987). This is not a particularly easy task, as each definition reflects only one
aspect of the problem. Most texts are interpreted differently by different readers.
Reading is a mental process. In reading, someone examines a written text and
begins to absorb information from written oral messages. The Longman
Dictionary of Applied Languages defines reading as:
• The process of understanding the meaning of written text. Doing this
silently is called silent reading. Reading requires a range of cognitive skills,
including letter and word recognition, knowledge of syntax, and recognition of text
types and structure.
• A text written aloud (oral reading). In reading lessons, this is often helpful
in understanding the material.
Another definition from the Oxford Word Power Dictionary is that “reading
is an act of looking at words or symbols and understanding them.” The opinion is
true because reading requires the use of vision to understand several words in a
sentence and make them meaningful. Let’s read each sentence to understand the
whole text. In addition to the definitions in the dictionary, there are also definitions
made by several people. According to Williams (1984:02), reading is “a process
whereby one looks at and understands what has been written”. Regarding Rohani
Ariff (1992:01), in her book entitled Anthropology of Poetry for Young People, she
stated that reading is “a highly personal activity that is mainly done silently,
alone.” Both definitions indicate that reading is about acquiring information.
However, reading silently or aloud without understanding is too useless. In
addition, Smith, Richard D (1973:02) shared his opinion: “Reading is an act of
communication in which information is transferred from a transmitter to a
receiver”. Widdowson (1980:174) agreed: “Reading is an interaction between
writer and reader mediated through the text.” Echoing Smith and Widdowson,
Robinson and Good (1987) emphasized: “Reading is best described as an
understanding between the author and the reader. The emphasis is on the reader
understanding of the printed page based on the individual reader’s unique
background of experience. Reading is much more than just pronouncing words
correctly or simply what the author intends. It is the process whereby the printed
pages stimulate ideas, experiences and responses that are unique to an individual”.
This means that reading is not an immutable skill. A variety of literacy skills suit
our many purposes. Information is exchanged between the writer and the reader. It
starts with recognizing written words, then deciphering them and responding to
what the writer wants to convey. From these definitions, we understand that
reading is a complex process. Reading does not use any cognitive skills and has no
direct result. We must look at a series of written symbols and derive meaning from
them. When we read, we use our eyes to pick up written symbols like letters,
punctuation, and spaces, and use our brains to translate them into words, sentences,
and paragraphs that communicate something to us.
2.2. Reading comprehension
2.2.1. Definition
There are many definitions of reading comprehension, which is a specific
audience that is understood by actively constructing an internal meaning of
interaction with literature (Alexander, 1977:160).
Reading is the process of connecting new information with previous
knowledge to create meaning. Furthermore, reading can be described as a thought
process in which the reader observes ideas, interprets them based on his own
experience, and justifies them in the light of his own needs and goals (Khoiriyah,
2010:1). Understanding is the process of deriving meaning from these sources,
such as observing phenomena directly, reading books, signing autographs,
watching movies, drawing cartoons, listening to lectures (Robert: 63).
Furthermore, comprehension is the process of connecting new information with
what the reader already knows.
Reading is a difficult process that requires the reader to comprehend the
meaning of the printed word, as he uses mental content to retain the meaning of the
written content (Smith: 1988: 27). It can be argued that reading comprehension is
determined by the ability to understand the main idea of a text. Reading requires
comprehension. Reading is a difficult process that can succeed or fail. Reading
helps you retain information for later use. According to Janet Klingner,
"Comparative reading is the process of combining a series of complex processes
such as word reading, word-to-word comprehension, and linguistic fluency to
produce meaning." According to the RRSG, reading comprehension is a
simultaneous process of extracting and generating meaning from written language
through engagement and engagement (Chaterin: 2002:1).
2.2.2. Basic reading strategies
2.2.2.1. Skimming
Skimming is one of the specific reading techniques required to read quickly
and efficiently. Experienced readers quickly look at titles and headings to identify
the overall theme. They know where to look for the author's main ideas. When
reading a main paragraph, readers stop when they understand the main idea. They
don’t bother reading supporting phrases such as examples and quotes. When I
come across a word I don't know, I don’t think about what it means. Instead, their
eyes are constantly wandering over the text. This is skimming. Skimming is
defined as:
Nuttal, Christine (1982) states, “Skimming means glancing rapidly through a text
to determine its gist”. Consistent with this, William Grabe and Fredricka L. Stoller
(2002:266) state: “Skimming is a specialized type of reading in which the reader
reads quickly for general understanding of the text and for the gist of the passage”.
Furthermore, Brown (2004:213) states, “Skimming as the process of rapid
coverage of reading matter to determine its gist or main idea”. In other words,
skimming is about getting to the point.
Douglas Brown (2001) took the same view on this term. Nevertheless, his opinion
is clearer than those of these authors. he said:“Skimming consists of quickly
running eyes across the whole text for its gist. Skimming gives readers the
advantage of being able to predict the purpose of the passage, the main topic or
message, or possibly some of the developing or supporting ideas.”
Considering the following comments, we come to the conclusion that
skimming is a skill that allows the reader to get to the gist of the text without
worrying about the details. They just skim the text to get the general feel and main
points.
Overall, skimming is a very useful study technique that helps learners
organize their thoughts and determine what information they can glean from a
book so that they can read more efficiently. increase. Therefore, reading lessons
should use skimming to give students an overview of what they are reading.
2.2.2.2. Scanning
Skimming and scanning are familiar skills that are used all the time in
language classes. Scanning quickly takes in large amounts of material to find
specific facts and information. Scans are very useful for finding specific names,
dates, stats, or facts without having to read the entire article.
According to Grellet (1981:19), scanning is defined in more detail: “When
scanning, we only try to locate information and often we do not even follow the
linearity of passage to do so, and scanning is far more limited since it only means
retrieving what information is relevant to our purpose.”
Douglas Brown, Williams (2001:100) pointed out:“Scanning occurs when a reader
goes through a text very quickly in order to find a particular point of information.”
This shows that the key to scanning is determining exactly what kind of
information you are looking for and where to find it.
In this term, Douglas (2001:308) took a similar view:“Scanning was quickly for
some particular piece or pieces of information in a text.” In fact, we don’t read
every word. Find the information you need with a quick scan of the row.
In other words, there are various readings that are not determined by the
sentence. Everything is based on the reader's reason. Skimming and scanning are
used for different purposes. Skimming should be used when you want to read
something quickly just to understand the main idea of the text without thinking
about specific details. This involves selectively reading the most important parts
of the text to see how the text is structured and to get a rough idea of what the text
is about. Scanning, on the other hand, should be used when you want to read
something quickly to find specific information such as names, dates, facts, etc.
Both are important skills for his IELTS exam.
2.2.2.3. Intensive Reading
In language learning, intensive reading is difficult, and it is difficult to read a
small amount slowly and carefully. Intensive reading includes extensive reading by
learners based on specific learning objectives and tasks.
“Intensive reading means students are expected to understand everything they read
and to be able to answer detailed vocabulary and comprehension questions.” said
Lewis (1985).
As for Nuttal (1982), “Intensive reading involves approaching the text under the
close guidance of the teacher or under the guidance of a task which forces the
student to pay great attention to the text. The aim of intensive reading is to arrive at
a profound and detailed understanding of the text: not only of what it means, but
also of how the meaning is produced.” In intensive reading, instead of writing a
summary and giving a presentation, students are asked to answer a few questions
on the topic given by the teacher. In principle, all the answers are in the text, so
students only need to restate them.
2.2.2.4. Extensive reading
Extensive reading is contrasted with intensive reading when learning a
language. Extensive reading has been used and advocated in language learning
since at least the 19th century. There are many associations between reading
comprehension, vocabulary size, and other academic achievements in mother
tongues. Extensive reading covers a wide area.
According to Graham Stanley: “Extensive Reading involves students reading long
texts or large quantities for general understanding, with the intention of enjoying
the text.” This perspective means that students are given the freedom to choose
their own topics. In this case, students will also need to find supporting articles on
the topic to provide background knowledge in order to learn more about the topic.
Stephen Krashen (1982) claimed that “Reading alone will increase encounters with
unknown words, bringing learning opportunities by inference. The learner's
encounters with unknown words in specific contexts will allow the learner to infer
and thus learn those words' meanings.” Lewis and Hill (1985:1099) share this
view: “Extensive reading means students have a general understanding of the text
without necessarily understanding every word.”
In summary, extensive reading is a method of learning languages, including
foreign languages, through extensive reading. “The best way to improve your
knowledge of a foreign language is go and live among its speakers. The next best
way is to read extensively in it”, (Nuttal-1982). Extensive Reading and Intensive
Reading are her two approaches to language learning and teaching that can be used
simultaneously. However, perusal is more common and often the only approach.
2.2.3. Factors affecting students’ reading comprehension
According to Dennis (2008), reading comprehension is a complex process
between identifying printed symbols and interpreting the meaning behind the
symbols. Several factors influence reading comprehension. These include text
reading complexity, environmental influences, anxiety in reading comprehension,
interest and motivation, speed of decoding or word recognition, and medical
problems. The next section will elaborate on these factors.
One of the factors that influence learners’ reading comprehension is the
complexity of the text. This factor is influenced by the strength and mastery of the
reader’s language, as well as its application and understanding of different
meanings. Oral skills play an important role in determining how proficient the
learner is at hearing words and acquiring large vocabulary. Many vocabularies help
learners to explain unfamiliar words by applying contextual opinion (Dennis,
2008).
The second factor is related to the environmental conditions that affect the
learner trying to read the text. Readers may find it more difficult to understand
text in a disorganized environment than when reading in a quiet, controlled place.
It is difficult for learners to concentrate on reading when they are in an unsafe
environment. Being in a safe environment improves reading comprehension. Noise
such as TV or radio distracts readers from comprehending the text (Dennis, 2008).
The third factor relates to anxiety in reading comprehension. Exams, class
tests, or homework situations can stress readers more while reading than when
reading for fun. Some learners respond positively to exams, while others feel
overwhelmed by the pressure to complete reading activities. Learners afflicted with
this anxiety may not fully understand instructions, which may lead to confusion
and poor comprehension of reading tasks (Dennis, 2008).
The fourth factor is interest and motivation. According to Dennis (2008), the
learner’s interest and motivation are very important for the development of reading
comprehension. If the reader finds the material monotonous, it will be very
difficult for them to concentrate on comprehension. This can lead to poor reader
comprehension. If the reading material is interesting to the learner, the learner can
easily understand it and remember it clearly. EFL teachers should motivate
learners by providing interesting reading material during class.
The fifth factor concerns decoding or word recognition speed. Readers who
have difficulty deciphering or recognizing words read more slowly and have a
harder time understanding the meaning of sentences than those who have
deciphering difficulties. She said vocabulary affects reading comprehension
because readers use decoding skills to understand the pronunciation and meaning
of words they have never seen before. People with sufficient vocabulary can clarify
the meaning and reading of sentences faster than those who have to use contextual
cues to guess the meaning of unknown words (Dennis, 2008).
The final factor concerns medical issues. According to Hollowell (2013),
poor reading skills may be related to medical problems that are not resolved until
the child is older. These are undiagnosed ADD (Attention Deficit Disorder),
Speech Impairment and Hearing Impairment. She pointed out that learners with
speech and hearing disabilities are less likely to participate in oral lectures and
classroom discussions. These are two of her activities that help learners improve
their reading comprehension.
2.3. Guided reading
2.3.1. Definition
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Guided reading is a teaching approach commonly used in elementary school
classes that aims to encourage independent reading and the use of strategies. This
approach is dynamic and depends on the student's needs, but there are some
common principles found in most guided reading frameworks (Fountas and
Pinnell, 1996). First, students within a group have similar reading levels and
develop similar reading behaviors and strategies. Teachers then meet with
individual groups to conduct lessons using classroom-level texts. Teaching level is
usually understood as the level at which a student is able to teach. Success with
teacher support (Clay, 1991). Teachers usually have students do activities before,
during, and after reading. As students read, teachers encourage them to use
strategies to understand and solve difficult sentences. However, a study by Ford
and Opitz (2008) found that guided reading was not always implemented as
intended by guided reading experts (e.g. Fountas and Pinnell, 2008 Year). In fact,
the degree of variability is greater in groupings, text usage, and differences in
ratings. Teachers' ideas about the purpose of instructional reading also vary.
Hornsby (2000) describes guided reading as follows:
Guided reading offers [teachers the opportunity to support] small
groups of children at the same reading stages to apply strategies they already
know to unfamiliar texts. Texts are carefully adapted to children so that they can
apply their own strategies to overcome the challenges of the text and read it
independently. (p. 26) Therefore, the goal should be to promote successful
independent reading. Although noted by Ford and Opitz (2008), this concept of
purpose is not universal. These differences in understanding can lead to conflicting
results. Guided reading is a teaching method often used in elementary schools to
promote independent reading and strategy use. Although the approach is dynamic
and depends on the needs of the students, there are common principles in most
guided reading frameworks (Fountas and Pinnell, 1996). First, students in a group
have similar reading levels and have similar reading behaviors and strategies.
Next, the teacher meets with individual groups and leads lessons with grade-level
texts. Instructional level is usually understood as the level at which a student can
succeed with the support of the teacher (Clay, 1991). Usually, the teacher involves
students in pre-reading, during reading and post-reading. As students read, the
teacher encourages them to use both comprehension strategies and revision
strategies for difficult passages. However, Ford and Opitz's (2008) study reported
that guided reading is not always implemented as guided reading experts intended
(i.e., Fountas and Pinnell, 2008). In fact, there is a lot of variation, which includes
differences in grouping, use of texts, and evaluation. Similarly, teachers'
understanding of the purpose of guided reading is also different. Hornsby (2000)
described guided reading as:
Guided reading provides small groups of children at the same stage
of reading comprehension development with the opportunity to apply strategies
they already know to unfamiliar texts. The lyrics are carefully tuned to help
children use strategies to deal with the challenges of the world. Send a text and
read it independently and you will succeed. (p. 26) The goal should therefore be to
promote successful independent reading. However, as Ford and Opitz (2008)
pointed out, this is the case. The idea of goals is not universal. These differences in
understanding may account for the mixed results. Guided reading is a teaching
approach commonly used in elementary school classes that aims to encourage
independent reading and the use of strategies. This approach is dynamic and
depends on the needs of the student, but there are some common principles found
in most guided reading frameworks (Fountasand Pinnell, 1996). First, students
within a group have similar reading levels and develop similar reading behaviors
and strategies. Teachers then meet with individual groups to conduct lessons using
classroom-level texts. Teaching level is usually understood to be the level at which
a student can succeed with the support of a teacher (Clay, 1991). Teachers
typically involve students in reading aloud during and after reading activities. As
students read, teachers encourage students to use strategies to understand and
solve difficult sentences. However, research by Ford and Opitz (2008) found that
guided reading was not always implemented as intended by guided reading
experts (e.g. Fountas and Pinnell, 2008). In fact, the degree of variability is greater
in terms of groupings, text usage, and differences in ratings. Teachers have
different ideas about the purpose of instructional reading.
Hornsby (2000) describes guided reading as follows: “Guided reading
provides an opportunity for [teachers to support]small groups of children within
the same developmental reading stages to apply strategies they already know to
texts they do not know. The texts are carefully matched to the children so that they
can apply their strategies to overcome the challenges in thetext and read it
independently with success. (p. 26)”. The goal should therefore be successful
independent reading. However, as Ford and Opitz (2008) point out, this goal
concept is not universal. These differences in understanding may account for the
varied results seen in research studies focused on the effects of guided reading.
Studies show that guided reading can affect several aspects of reading, such as
reading fluency (Oostdam, Blok, Boendermaker, 2015). Several empirical studies
have found that guided reading is as effective as other forms of small group
instruction (Nayak and Sylva, 2013; Tobinand Calhoon, 2009). Other studies claim
that guided reading has little effect on reading outcomes (Bruce, 2010). Descriptive
articles on guided reading (Brabham and Villaume, 2002; Fawson and Reutzel,
2000; Iaquinta, 2006), research on teacher perceptions (Ferguson and Wilson,
2009, Ford and Opitz, 2008), and, in the details of guided reading (Fountas and
Pinnell, 2001; Hornsby, 2000; OpitzandFord, 2001; Witherell, 2007), there is a
need to determine whether a particular implementation of guided reading has a
positive effect on reading comprehension. clearly requires additional empirical
studies. from the students. Leading experts (Fountasand Pinnell, 2012) agree that
the guided reading field still has a long way to go. The guided reading process
begins with an educator assessing a student's reading comprehension. Read at
different reading levels. Students with similar reading and learning needs and the
same word processing level are divided into small groups. Each guided reading
lesson begins with an introduction to the text read by the teacher. This introduction
allows the reader to pay attention to the language and expressions used within the
text presented by the teacher, ultimately fostering the reader's reading autonomy
(Frey et al. 2010).
2.3.2. Guided reading and its effects on reading comprehension
Guided Reading is a teaching method used by readers of all levels and has
three key goals: (1) to meet; (2) Teach students how to read more complex texts
clearly and fluently. (3) develop meaning while using problem-solving techniques,
decipher unfamiliar words dealing with difficult sentence structures, and grasp
unfamiliar concepts and ideas (Laquinta, 2006); For example, the purpose of a
guided reading group is for teachers to develop strategies, have students practice
them in small groups, and eventually allow students to transfer and apply the
strategies to unfamiliar texts. Teaching in small groups helps teachers work
individually with students. Students benefit more from this type of teaching
strategy, develop a tangible relationship with their teacher, and increase their
confidence in reading (Hausheer et al., 2011).
Introduction of guided reading according to Fountas and Pinnell (1996)
improves language and comprehension. This occurs as a result of repeated reading
and learning of the vocabulary contained in the reading passages at the teaching
level during guided reading sessions. Proper level texts provide opportunities for
students to enjoy reading. In addition, students who use materials at the classroom
level experience reading success and positive emotional experiences (Lyons, 2003;
Pinnell and Fountas, 2012; Scharer et al., 2005). The human brain prefers positive
emotional experiences, and this positive emotional experience can improve
memory, language skills, and comprehension (Scharer et al., 2005). Using properly
graded text is just one aspect of the guided reading instruction process.
The guided reading process begins with an educator assessing a student's
reading comprehension. Read at different reading levels. Students with similar
reading and learning needs and the same word processing level are divided into
small groups. Each guided reading lesson begins with an introduction to the text
read by the teacher. This introduction allows the reader to pay attention to the
language and expressions used within the text presented by the teacher, ultimately
fostering the reader's reading autonomy (Frey et al. 2010). Students then read the
entire text independently, with guidance from the teacher as needed. Use verbal
prompts from the teacher (e.g. check the picture and tell me if it makes sense, do
you know a few words?) to increase reader engagement and improve students'
reading skills. We can help you take on the challenge.
The effect of guided reading on reading comprehension in difficult, average,
and fast readers was investigated. Guided reading groups were observed, teachers
and students were interviewed, questionnaires were distributed, and field notes
were created and referenced. During the course of this study, it was found that only
the average reader experienced a measurable improvement in reading
comprehension. Readers who have struggled to accelerate were not. The study also
found that only the group with reading and writing difficulties reported a
preference for working with students of different levels. Guided Reading Frames
allow students to work collaboratively with peers at or near their level. These
students felt that they too would benefit if their peers could lead by example. This
research has several implications for educators: B. The need for a more detailed
study of the long-term outcomes of guided reading for students at all levels, the
importance of assessments to collect data and determine accurate assignments to
guided reading groups, guided reading The need for a common understanding of
reading The importance of reading among educators and students and applying
best practices to educators.
2.3.3. Benefits and difficulties in using guided reading in reading
comprehension lessons
2.3.3.1. Benefits of using guided reading in reading comprehension lessons
Ferguson and Wilson (2009) found that teachers reported improved
comprehension, fluency, reading test scores, retention of reading strategies, and
ability to identify and respond to individual student needs. discovered. These
results suggest that well-implemented guided reading may help students improve
their diverse literacy skills. However, students participating in guided reading
groups are responsible for applying the reading strategies taught to them. When
this happens, students find themselves becoming independent and responsible
readers who can independently use meaning, structure and visual cues (Fountas
and Pinnell, 1996). Even if students become independent after guided reading, this
positively reflects the effectiveness of the intervention.
Wilson, Martens, and Arya (2005) conducted a study comparing three
reading programs, including Reading Mastery, Open Court, and Guided Reading.
Children participated in one of three reading programs, and researchers used the
word analysis subtest of the Psychoeducational Woodcock-Johnson Battery to
assess students' phonetic usage, accuracy, and re-speaking. We evaluated the
degree of According to data collected from students who participated in the guided
reading program, she scored higher than students in her two other reading
programs, except for phonetics and accuracy. During retelling, researchers found
that students in a guided reading program retold story chapters with details such as
characters, settings, and plot halves of an episode (Wilson et al. al., 2005). Students
can also find short words, skip words, pronounce words, split words, pay attention
to the words they read to make sure they make sense, and use various audio cues
while reading. (Wilson et al., 2005). These are all important strategies that help
students become responsible readers in their reading, as they learn not only the
strategy but when to execute it.
Introducing guided reading is one way to improve the language skills of
young readers. In guided reading lessons, teachers give children the opportunity to
practice reading fluency. When children learn to read, they progress through three
different levels of her reading comprehension: initial level, transitional level, and
fluency level (Simpson and Smith, 2002). When teachers use guided reading, they
provide children with strategies to help improve their language skills at each of
these levels. Teachers provide children with book introductions, strategy reviews,
and independent reading, as well as opportunities to return to and respond to texts
(Simpson and Smith, 2002). Aspiring readers can use all of these strategies in a
guided reading session, whereas more advanced readers can only use one or two at
a time due to the length of the text (Simpson and Smith, 2002).
Guided Reading helps to improve students’ reading comprehension. In
guided reading, teachers provide learning opportunities by selecting texts that are
difficult enough for students to read. The teacher then presents the text to the
student, encourages the student to read, accompanies the student, creates a
platform for questions and discussions about the text that makes the student think,
encourages the student to read the text again, and uses the text to support student
ideas (Frey et al., 2010). Implementing guided reading strategies can help students
gain a better understanding of how print works, and help them better understand
print (Kasten, Kristo, & McClure, 2005).
Guided reading is most commonly used in elementary school classrooms,
and previous studies have found it to be an effective classroom strategy (Wilde,
2000; Wilson et al., 2005). Guided Reading provides personalized instruction in
specific areas identified through assessment. In particular, guided reading helps
improve fluency and comprehension. Fluency and Comprehension are part of the
Guided Reading Program. So both are tested as part of the guided reading class.
Guided reading expands a broad range of reading skills through individualized
instruction to help students read and comprehend complex texts fluently, use
problem-solving skills to understand the meaning of unfamiliar words, and grasp
new ideas. It is intended to reach students (Iaquinta, 2006).
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2.3.3.2. Difficulties in using guided reading in reading comprehension lessons
Special hurdles can also arise when using guided reading books in reading
classes. Limited Vocabulary and Complexity: Guided Reading books are often
tailored to a specific reading level, so they may have limited vocabulary and
simplistic language. A study by McKeown, Beck, Omanson, and Perfetti (1983)
found that students exposed to high-level texts had significantly more found to
show an increase in vocabulary.
Lack of credibility: Guided reading books can lack credibility of real-world
texts, limiting students’ access to different writing styles and genres. A study by
Flood and Lapp (1987) suggests that the use of authentic texts increases student
motivation and engagement in reading tasks.
Repetitive Content: Guided Reading series often follow a formulaic
structure, resulting in repetitive content in different books of the same level. This
repetition does not encourage students to think critically or make meaningful
connections between texts. A study by Allington (2002) shows the importance of
providing students with a variety of texts to develop comprehension strategies.
Poor content coverage: Guided readers tend to focus on specific topics or
topics that may be inconsistent with the overall curriculum or not covering key
areas of content. This restriction can limit students' access to various knowledge
and background information.
Discrepancies in Reading Levels: Reading levels specified in guidebooks do
not always match students’ actual reading ability exactly. Texts that are too difficult
or too easy can impede students' progress in comprehension (Fisher and Frey,
2008).
Time Constraints: Guided reading requires dedicated time for planning,
implementation, and assessment. With the pressure to cover a broad curriculum,
teachers may find it difficult to allocate enough time for guided reading sessions
regularly.
Discrepancies in Reading Levels: Reading levels specified in guidebooks do
not always match students’ actual reading ability exactly. Texts that are too difficult
or too easy can impede students’ progress in comprehension (Fisher and Frey,
2008). To reduce these obstacles, educators can supplement reading with
approaches that include a variety of authentic and diverse texts, encourage critical
thinking, and ensure consistency with goals across the curriculum. By providing a
rich and stimulating reading environment, teachers can help students develop
strong reading skills.
2.4. Review of previous studies
According to Nik Intan Baizura Ramsa and Rafizah Mohd Rawian's article,
"A Review on Systematic Guided Reading Strategies and Its Implication on
Reading Comprehension," systematic guided reading methods are a highly
successful, teacher-monitored method for improving students' reading abilities. It is
great for teachers to use it effectively rather than seeing the approach only as a set
activity to work through, even though the potential level of effectiveness is
unpredictable due to a number of factors (number of students, students' adaptability
to the strategies introduced by teachers, variety of texts available, etc.). Numerous
reading researchers have put forth numerous methods for improving readers' skills,
but no single method or technique can be used to all levels of pupils without some
alterations. It is sufficient to connect the techniques with various strategies if you
have a fundamental comprehension of the three main stages of reading strategies.
Teaching kids comprehension methods alone, however, is still insufficient.
According to Guthrie et al. (2009), they need to have instructional supports for
comprehension strategies, specialized knowledge of the subject, word recognition,
fluency, and reading motivation.
Margaret Mooney wrote "Guided Reading--The Reader in Control" which
examines guided reading as a strategy teachers can employ to aid young kids in
better understanding what they are reading. Notes that guided reading gives
teachers the chance to discuss, reflect, and read aloud to students while also
providing questions, comments, and prompts to pique their interest and deepen
their comprehension.
All students' reading abilities could be raised with the use of a guided
reading (GR) technique (Richardson, 2010; National Reading Panel, 2000; Clay,
2005). Learners in the foundation phase who took part in the GR reading clinic
made progress, according to the study by Gaffner et al. (2014). According to
Hansen's 2016 study, GR improved ordinary readers' reading comprehension. This
was supported by Heeringa's (2017) study, in which the majority of the pre-school
participants moved by one to two text levels and improved their accuracy,
comprehension, and fluency skills. The majority of research on GR has been done
on how to increase reading fluency in primary schools. It is necessary to conduct
more research on the contribution of the GR strategy to raising reading proficiency
in secondary schools. In light of the aforementioned context, the goal of this study
was to apply the GR technique to enhance the reading abilities of Grade 9 ESL
students.
2.5. Chapter summary
In the secondary schools where this research was conducted, Grade 9
students are expected to use their primary school reading and comprehension skills
to absorb a lot of new material in content area classes. They must deal with a wide
range of text sources that use difficult terminology and complex syntax. The Grade
9 curriculum lacks a program or tools to assist students who struggle to read and
comprehend because they did not develop their reading skills in primary school.
There is not enough time to teach reading skills to all of the students who struggle
with the challenging academic literacy demands they confront in their subject
areas. To address these issues, the Department of Education launched the Read to
Lead Campaign, which encourages students to read for pleasure on a regular basis
by establishing reading groups and the Drop Everything and Read initiative. These
programs are intended to inspire a love of reading and foster a reading culture,
transforming students into competent readers (DoE, 2017). The programs' failure
to address reading issues and encourage comprehension-based reading poses a
problem. The guided reading technique was chosen by the researchers as an
intervention to deal with the reading difficulties in this situation.
REFERENCES
1. Robinson, R., & Good, T. L. (1987). Becoming an Effective Reading
Teacher. Harper & Row.
2. Williams, E. (1984). Reading in the language classroom. London:
Macmillan, 02