Improving the Oral and Comprehension Reading Skills of the

Grade III Pupils through Guided Reading Strategies

I. Context and Rationale

It is frustrating for pupils when they do not understand what they are reading. Furthermore,

when a pupil struggles with comprehension they often lose their desire to continue to read, that is

why teachers should always be checking for comprehension throughout their pupil’s assigned

readings. Reading comprehension is essential to ensuring learners’ literacy in many subject areas.

It is imperative that a pupil understands as well as retains the information he/she is reading. When

a teacher realizes one or more of their pupils are struggling with comprehension it is crucial that

they develop and implement strategies to help alleviate these frustrations.

Comprehension is an integral part of learning; it is also a multifaceted process with many

levels of understanding. Ideally learners will gain a comprehensive understanding of what was

read, but that is not always the case. It is imperative for teachers to understand how a learner

interacts with text so that he/she can figure out which strategy instruction will be most beneficial.

Effectively modeling and implementing strategy instruction is the best way for students struggling

with reading comprehension to see how the process works.

Guided reading strategies are often used to help students who struggle with 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, learners

become aware of how print works (Kasten, Kristo, & McClure, 2005), and learners struggling with

reading comprehension are better able to create meaning. “In guided reading, teachers show

learners the “tricks of the trade,” then provide focused support to help them become independent

1
readers and writers,” (Kasten, Kristo, & McClure, 2005, p. 286). Teaching guided reading

strategies to learners provides them with the tools to enhance reading comprehension. By also

focusing on Freebody & Luke’s (1990) four reader roles, which exemplify pre, during and post-

reading strategies, teachers can help students with reading comprehension.

When a pupil struggles with unfamiliar vocabulary during reading, the need to focus on

those unfamiliar words can hinder comprehension. By establishing familiarity with the vocabulary

from the reading prior to delving into the text, pupils will not spend as much time focusing on

unfamiliar words and more time will be spent on reading for understanding.

It has been found that through the implementation of guided reading strategies, such as a

pre-reading Word Splash that introduces more difficult vocabulary from an upcoming piece of

reading, students struggling with unfamiliar vocabulary are then better able to create meaning.

Using a Vocabulary Bookmark during reading will also allow pupils to identify and mark down

any unfamiliar or unknown vocabulary words so that the teacher may work on those words with

the student. Without implementation of various guided reading strategies, pupils who struggle with

comprehension are at a disadvantage.

This action research aimed to examine the multiple guided reading strategies with an

attempt to discover which guided reading strategies are most beneficial to a Grade 3 pupils’ reading

comprehension. By studying the work done by researchers in the field of education as well as

through strategies performed with the pupils, specific strategies will be implemented with the

pupils.

2
II. Innovation, Intervention, and Strategy

Pupils came to school have unique ways of learning, so their ability to understand written

and printed words, the way they comprehend text they read vary. Due to the diversity of pupils’

learning background, it is expected that some of them are fast learners, while others are slow. This

observation is also seen in pupils’ performance in reading. Some pupils can read independently,

that is with understanding manifested through answering literal level of question (what, who,

where, and when), interpretative level of question or can read between the lines (why and how),

and applied level of question (what if question). Conversely, other pupils who have slow reading

comprehension can only read orally but with limited comprehension, that is, they can only answer

the literal level of questions. The worst, some pupils cannot read orally reading. Problems

associated to difficulties in reading are poor development of vocabulary, low reading sight,

inability to decode, and low development of phonemic awareness. These factors also affect the

development of comprehension skill. Consequently, teachers need to address the problems through

an intervention called Improving Pupils Reading Comprehension through Guided Reading

Strategies.

Guided Reading Strategies are using different strategies in reading with the guide of the

teacher. Since the pupils involved in the study belong to Grade 3 level, it is expected that most of

them cannot read independently, however, based on the ECARP Program (Every Child A Reader

Program) which is the umbrella of the all the reading programs in the Department of Education,

every child must be a reader at age 9, which means, a child must be a reader at Grade 3 level. But

because of some factors, most of the pupils do not a good reading comprehension and others have

still struggling in oral reading.

3
 Through Guided Reading Strategies, each pupil would be taught on how to read

independently and to develop reading comprehension. The reading strategies are based on research

in reading across countries that the researcher tried or used in her class. These strategies were

modified to suit to the needs of the Grade 3 class of Tagum Elementary School.

The following are the specific strategies under Guided Reading Strategies:

1. Structured Teaching. When it comes to failing readers, ordinary class teaching is not

enough and specialist interventions are required (Brooks, 2007; Singleton, 2009). Structured

specialized reading is intended for failing readers. Accordingly, it has been found to be more

effective than eclectic approaches (Swanson & Hoskyn, 1998). This is not to suggest that there

should not be a balanced approach to the various elements of a literacy curriculum but to emphasize

the importance of targeted teaching that is structured, explicit and systematic. Such teaching can

involve the purposeful use of a range of strategies.

The NRP report (2000) repeatedly refers to the effectiveness of systematic approaches,

particularly in the teaching of phonology. Singleton (2009) emphasizes the need for ‘instruction

that is systematic and intensive’ (p8). Singleton goes on to define systematic teaching more closely

as, ‘structured, cumulative and sequential’ (p20). Lingard (2005) also argues for ‘clearly focused

intervention’ (p75) and demonstrates how this can be done for students starting post-primary

school with low attainments.

For structure teaching of reading, the researcher conducted an intensive reading session

with pupils who have problems with phonology (the sounds of the words). The researcher believed

that every pupil should master the sounds of the words to be able for them to completely read the

word without any hesitation or stammering. It in the afternoon at 12:45 (15 minutes the start of the

4
afternoon classes and 3:45 (another 15 minutes after the last subject in the afternoon). There are

29 pupils involved in the class.

2. Systematic Teaching of Phonics. It has also been argued that using a predominantly

synthetic (rather than analytic) phonic approach is most effective (Macmillan, 1997; McGuinness,

1997; Solity et al., 2000; Ehri, Nunes, Stahl and Willows, 2001). The National Reading Panel

(NRP) gave a more nuanced interpretation, suggesting that synthetic phonics had the most impact

on those with reading difficulties and those from disadvantaged communities. Torgerson, Brooks

and Hall (2006) have argued that both analytic and synthetic phonics approaches are equally valid.

There is however, good agreement that the structured and systematic teaching of phonics is most

important (Rose, 2006; Torgesen et al., 2006; NRP 2000).

This is a follow strategy of teaching phonetics to children. It involves two different

approaches to teaching the sounds that letters. The NCCA provides the following definition:

Synthetic phonics emphasizes a part-to-whole approach, letter by letter phonological decoding;

the child learns to sound and blend the sequential letter sounds. Sounds are learned in isolation and

blended together (/c/a/t/). In analytic phonics the sounds are not learned in isolation but a phonic

element is identified from a set of words in which each word contains the particular sound to be

studied (e.g. how are these words alike? pat, park, push, pen). This is a whole-to-part approach.

Literacy in Early Childhood and Primary Education (p128). The synthetic approach tends to

emphasize the segmenting and blending of sounds early on in reading development, while the

analytical approach tends to start with the whole word and break it down.

This strategy is used in teaching Phonics and Word Recognition and Spelling (PWR) such

as: Review reading and writing short e, a and i words in CVC pattern; Read words with short o

sounds in CVC pattern and phrases and sentences containing these words; Recognize more

5
common sight words in order to read simple phrases; Read words with short u sound in CVC

pattern; Differentiate words with different medial vowels (eg: cap- cop-cup; fan-fin, fun); Read

phrases, sentences and short stories consisting of short vowel words and the questions about them;

and all the learning competencies under this domain.

Moreover, this is also applied in teaching Fluency (F) domain. The word drill for OLF are

consisting of 2-sylabble words. The strategy is used in teaching the following learning

competencies: Read grade 3 level texts consisting of 2-syllable words with short vowel sound with

at least 95-100% accuracy; Read with accuracy, appropriate speed and correct intonation 2-syllable

words consisting of short e to u words; Read grade 3 level texts consisting of 2-syllable words with

long vowel sound with at least 95-100% accuracy; Read aloud from familiar prose and poetry

consisting of Long vowel words with fluency, appropriate rhythm, pacing and intonation and other

related competencies that involves phonetics.

3. Teaching Sight Vocabulary. Many struggling readers have phonological processing

difficulties (Castles & Coltheart, 1993; Stanovich, Siegel & Gottardo, 1997) and there is evidence

that skilled readers access a store of words or visual patterns when reading (Baron & Strawson,

1976; Coltheart, 1978; Henderson, 1982). High frequency words are words that occur frequently

in text, for example the, what, this. Automatic recognition of these words (also called having a

sight vocabulary) helps students to improve fluency, make use of context clues and focus more on

comprehension than on decoding. Many high frequency words have irregular spelling patterns and

sounding out these words can be pointless and frustrating. Struggling readers often read less, have

less exposure to print and therefore have limited sight vocabularies (Rief & Stern, 2010). The more

a student reads, the greater the chances are that the student will recognize frequently occurring

6
words automatically. Researches recommend that teachers teach high frequency words to

struggling readers to the point of automaticity.

E.W. Dolch created a list of 220 high frequency words. The following websites

contain the Dolch list and related activities:

 www.quiz-tree.com

 www.theschoolbell.com

 www.gate.net/~labooks

 www.dolchsightwords.org

The researcher observed that one of the factors that affect reading is the limited vocabulary

words of the pupils, to help the pupils, the researcher used Dolch basic sight words as well as the

quizzes for developing vocabulary. Aside from the lesson in Vocabulary Awareness Domain, as

an intervention or aid to the pupils, the Dolch basic sight words are used to enhanced the pupils’

vocabulary awareness. The researcher allotted five (5) minutes word drill for this.

4. Small Group or Tuition. Another consistent finding is that, for struggling readers, small

group settings and individual tuition is more effective than larger groups (Swanson & Hoskyn,

1998; Vaughn, Gerten & Chard, 2000; Scammaca et al., 2007; Eurydice Network, 2011). For

example, in reviewing European practices, Eurydice concluded that ‘Individual or small-group

intensive instruction by reading specialists is essential when tackling reading difficulties.’ (p14).

The largest size of an effective teaching group, has been found to be three students (Vaughn

et al., 2000). They also suggested that such small groups may be as effective as a one to one model,

if the teacher was highly qualified. However, more recently, Singleton (2009) suggests that

teaching can be effective in groups of up to four or five students, even when instruction is provided

by non-teachers (as long as they are adequately trained).

7
 Whether support should be on a withdrawal basis or delivered in class is an area of some

dispute between researchers. Indeed, small group teaching can take place within the classroom,

particularly if there is a team teaching approach or station teaching. Additionally, peer tuition,

which can be delivered in-class, is also an effective approach. Indeed, Slavin, et al. (2008)

emphasized the importance of peer tuition approaches, particularly with teenagers.

However, Shinn et al. (1997) found that an in-class model of support, was not effective in

raising the achievement of failing readers. While we cannot generalize on the basis of this one

study, it is noted that many of the highly effective intervention programmes reviewed by Brooks

(2007) are delivered in one to one or small group settings. An exception that is worth mentioning,

is the ARROW programme, a computer based intervention that appears to be effective with

teaching groups of five, Brooks (2007).

This strategy is applied in teaching all the domains in English. This is best integrated in the

engagement activity part of the lesson, where grouping of children is done. The Grade 3 class is

comprised of 30 pupils, for group work, the usual members are five (5) for 6 groups, or six (6) for

five groups, which are ideal grouping for a class. The group work foster cooperative learning, in

which each pupil is given a chance to contribute or share ideas with the other members. This is

with the guidance of the teacher.

5. Teaching to the Point of Automaticity. Automaticity in reading refers to the ability to

read without occupying the mind with the low level detail of the task (such as sounding out), so

that it is an automatic response pattern. This is typically achieved as the result of learning,

repetition and practice. A difficulty for many students with emerging literacy skills is that the pace

of teaching moves too quickly for them: they move on to new skills before emerging skills have

been consolidated and developed to the point of automaticity. Given what we know about the

8
importance of achieving this automaticity in reading tasks, it is not surprising that Vaughn et al.

(2000) found that control of task difficulty (sequencing examples and problems to maintain high

levels of student success) was a critical factor in successful interventions.

This particular strategy is best suited in teaching reading, Fluency (F) and Oral Language

(OL), and Reading Comprehension (RC). Learning competencies for Reading Comprehension

includes: Sequence a series of events in a literary selection; Read simple sentences and levelled

stories; note details regarding character, setting and plot; sequence events. Learning competencies

for Fluency are: Read with automaticity 100 2nd and 3rd grade high-frequency/sight words; Read

words with long a, i, o, and u and phrases, sentences and stories containing these words; and Read

sentences, stories and poems consisting of long u words and questions about them. For Oral

Language, learning competencies are: variety of ways to share information (e.g. role playing,)

reporting, summarizing, retelling and show and tell; Ask and respond to questions about

informational texts listened to; and the other selected competencies under this domain.

6. Teaching Students to Read Fluently. Fluent reading refers to the ability to read orally

with speed, accuracy and proper expression. The NRP (2000) point out that ‘fluency is often

neglected in the classroom’ (p11), but found that strategies that increase fluency have a positive

impact on reading and particularly on reading comprehension. The most commonly used strategy

to improve reading fluency is the reading and rereading of familiar texts. Opportunities to read

aloud, with guidance from teachers, peers or parents, are also associated with the development of

fluent reading. The value of daily reading aloud is also supported by Lingard (2005) and Shanahan

(2005).

This strategy is a follow up strategy for teaching Fluency and Oral Language domains for

specified learning competencies in the K to 12 Curriculum Guide for Grade 3.

9
 7. Assessment and Monitoring. In selecting an appropriate intervention for a student,

teachers need to be aware of the student’s key areas of deficit and select an intervention

accordingly. A first step in assessment is discriminating between word reading and reading

comprehension difficulties. It is suggested here that all struggling readers should be assessed on

both measures, so that teachers can identify relative strengths and weaknesses. Further diagnostic

tests, such as non-word reading tests, reading fluency tests, tests of vocabulary knowledge and

tests of spelling skills will help to pinpoint the exact nature of any difficulty.

The researcher assessed the Grade 3 class before and after teaching and giving intervention.

Assessment is of two folds, the pre-assessment and post assessment. The pre-assessment is the

diagnostic test to know the strength and weakness of the learners about the learning competencies

to teach. The post assessment is a modified content of the pre-assessment that tested the same skills

but with modified content. This is done to know the learning progress of the pupils after teaching

or giving of intervention.

III. Action Research Questions

This study aimed to assess the effectiveness of guided reading strategies in improving the

reading comprehension of the skill of the Grade 3 pupils.

Specifically, it sought to answer the following questions:

1. What is the reading profile of the Grade 3 pupils at the beginning of the school year?

2. What is the reading profile of the Grade 3 pupils at the end of the school year after using

the Guided Reading Strategies?

3. How effective are the Guided Reading Strategies as perceived by the teacher?

10
IV. Research Method
A. Participants, Research Design and other Data Sources
A. 1 Participants of the study
Participants of the Study
Male Female Total
12 18 30

A. 2 Research Design

This research employed descriptive quantitative research design. This is

best suited in this type of research since it attempted to describe the reading profile

of the Grade 3 pupils before and after using Guided Reading Strategies in

improving their reading comprehension.

B. Data Gathering Method

Several procedures were followed in conducting the research. First, the research

sought permission the permission of her school head. Second, conducted Phil IRI Pre-Test

to describe the reading profile of the Grade 3 pupils. This served as the baseline of the

researcher. The pupils were given passage that contains 50 words. It was read by the pupils

and they were asked five (5) questions. The reading profile is determined through its

reading levels such as non-reader, instructional, and independent. During the pre-reading

test, the researcher noted also the miscues of the pupils in order to analyze better the

difficulties. She also noted and recorded the words which have been difficult to read by the

students. These are necessary for data gathering. Third, employed Guided Reading

Strategies. The guided reading strategies involved four (4) of the domains in teaching

11
 English such as Reading Comprehension, Vocabulary Awareness, Oral Language, and

Fluency. The researcher believes that in improving the reading oral and reading

comprehension, one important factor to look on is the vocabulary development. Another,

oral language and fluency are associated in reading, if the pupils cannot read fluently, they

will not be able to understand what they are reading that would result to poor

comprehension. Thus, the parameters of the study also involved these domains. Finally,

conducted post-test to find out the progress in reading and to note other areas for

improvement.

C. Data Analysis

Statistical treatment used in the study were frequency and mean to determine the

mean scores in the pre-test and post-test.

V. Discussion of Results and Reflection

This part of the study presents the important findings of the study. Data gathered were

analysed and interpreted according to the research problems.

12
 Table 1. Reading Profile of the Grade 3 Pupils at the Beginning of the School Year

Frustration Instructional Independent

N % N % N %

Male 11 36.67 0 0.00 0 0.00

Female 18 60.00 1 3.33 0 0.00

Total 19 96.67 1 33.33 0 0.00

Table 1 depicts that most of the pupils belong to frustration level at the beginning of the

school year and only one pupil belongs to instructional level. Findings indicate that these pupils

are struggling readers. As said by Rief and Stern (2010), struggling readers have less exposure to

print materials and therefore have limited sight vocabularies. This factor hinders the pupils to

understand that they are reading.

Moreover, findings revealed that most of the pupils fall under frustration have difficulties

in reading words for they had committed miscues such as stammering, hesitation,

mispronunciation, substitution, addition, and insertion. Hence, in conducting reading assessment,

the miscues are counted to determine the reading level. Also, during the administration of prompt

questions, most of the pupils could answer only the literal level of question, which was the primary

reason for categorizing them in frustration level.

It could be implied that the pupils had stammered and showed hesitation during reading

because they did not know how to read the words, and so when they tried, they mispronounced the

words. This only shows that they had limited sigh vocabulary, consequently, they cannot

pronounce the words. According to researchers, high frequency words occur in reading text, it

13
helps readers become familiar with the words that could eventually help them to improve fluency

and make use of context clues (Lingard, 2005 & Shanahan, 2005).

In contrast, if the children have no good foundation on sight words, they will struggle in

reading. It could also be attributed to poor foundation of phoneme. Researchers claimed that

teaching phonetics is the most important foundation of teaching reading (Rose, 2006; Torgesen, et

al, 2006; and NRP, 2000).

Table 2. Reading Profile of the Grade 3 Pupils at the End of the School Year

Frustration Instructional Independent

N % N % N %

Male 3 10.00 9 30.00 1 3.33

Female 1 3.33 11 36.67 6 6.67

Total 4 13.33 20 66.67 7 10.00

Table 2 indicates an improvement in the reading profile of the Grade 3 pupils. It could be

noted that the number of pupils from the frustration level decreased into 4 and the number of pupils

in the instructional level increased into 20. Also, it was worthy to note that 7 out 30 pupils have

moved to independent level.

Results were attributed to the Guided Reading Strategies used by the teachers. Findings

jived with the statement of Kasten, Kristo, and McClure (2005) that guided reading strategies

helped in improving the reading comprehension of the children because it facilitates learning and

enhance literary in vocabulary, phonetics and fluency which are important components in

enhancing oral and reading comprehension.

14
 For structured and systematic teaching of phonetics, pupils were helped on how to sound

properly and correctly the words. This is a foundation in teaching oral reading fluency. Researchers

have proven that teaching phonic is the most effective in improving the reading fluency of the

children (Solity, et al, 2000, Ehri, et al, 2001).

It could be noted that common miscues in reading were stammering, hesitation, and

mispronunciation, that impede the development of reading among pupils, thus, it is important that

teacher should start teaching the phonetics among pupils before teaching other domains or other

competencies in reading. The teacher has to ensure that the children have already mastered the

phonetics before anything else, otherwise, reading will be in vain. This is the very reason, of

including Phonetics and Word Recognition (PWR) in the teaching the English subject in Grade 3

(K to 12 Curriculum Guide). This only means that the teacher has to continuously teaching the

sounds until such time that it has been mastered. This is enhanced through Oral Language and

Fluency domains where application and integration of phonetics can be practiced in dialogues,

skit, and other communicative activities. Likewise, in reading stories, passages, text, and poems

that demand fluency in reading.

Table 3. Perceived Effectiveness of Guided Reading Strategies

Guided Reading Strategies Effectiveness Interpretation

1. Structure Teaching 3.00 Effective
2. Systematic Teaching of Phonetics 4.00 More than effective
3. Teaching Sight Vocabulary 4.00 More than effective
4. Small Group of Tuition 4.00 More than effective
5. Teaching to the Point of Automaticity 3.00 More than effective
6. Teaching to Read with Fluency 4.00 More than effective
3.6 More than effective
Legend:
1.0-1.5 Not Effective 1.6- 2.5 Somewhat Effective
2.6-3.5 Effective 3.6-4.5-More than Effective 4.6-5.0 Highly Effective

15
 Table 3 reveals the effectiveness of guided reading strategies as perceived by the teacher.

Findings disclosed that most of the strategies were rated “4.00” interpreted as more than effective.

Results indicate that the teaching of phonetics, sigh vocabulary, and groupings of learners have

been more than effective in teaching pupils, in which the pupils’ performance in English has

improved. Findings can be verified to the results of the Phil IRI post-test in which a bigger

improvement in the reading profile of the learners are indicated.

Truly, the teaching of phonetics is an effective teaching strategy, specifically, the Dolch

basic sight words. Although not every pupil has able to master the 220 sight words, most of them

have acquired learning of this, which is a good indicator that learning has taken place. As pointed

by National Reading Panel (2001), the teaching of phonetics had the most impact on teaching

children who are struggling in reading. Also, Reif and Stern (2010) recommend to teachers to use

Dolch Basic Sight Words in teaching vocabulary to learners who are often with exposure to print

words as this will them recognize more. It is said that the more exposure to print words, the higher

the chances of understanding words, which is vital in developing reading comprehension.

Looking at the data again, it could be noted that pupils also learned and developed reading

skills, both oral and comprehension when in group woks. Through group reading, pupils learn to

share ideas or skills with another, they learn from each other through reading which are frequently

manifested in communicative tasks during engagement activities in class. As part of intervention,

group reading is also an effective approach (Slavin, et al, 2008).

Findings entail for a continuous utilization of the Guided Strategies for Teaching Reading.

Although it has been found to be more than effective, there are still pupils under frustration level

that needs an intensive utilization of the reading strategies.

16
VI. Findings of the Study
The following are the important findings of the study:

1. Based on the Phil IRI Pre-test, most of the pupils belong to Frustration Level at the

beginning of the school year. Only 1 out of 30 pupils or 3.33% belong to Instructional

Level.

2. Based on the Phil IRI Post-test, the 20 out of 30 pupils moved to Instructional Level and

only 4 were remained in the Frustration Level. Also, 7 out of 30 pupils moved to

Independent Level.

3. The teacher perceived that Guided Reading Strategies were effective in improving the oral

and comprehension reading skills of the Grade 3 pupils.

VII. Conclusion

In the light of the findings, the researcher concludes that reading profile of the Grade 3

pupils at the beginning of the school year is alarming because of the most of the pupils belong to

Frustration Level, however, with the aid of Guided Teaching Strategies for Reading, the reading

profile of the Grade 3 pupils have improved. Therefore, it is safe to say, that Guided Teaching

Strategies for Reading are effective for improving the oral and comprehension skills of the Grade

3 pupils.

17
IX. Recommendation

In the light of the conclusions, the following recommendations are hereby offered.

For the Educational Policy Makers, they may revisit the curriculum guide to be able to see which

competencies match the interest of the learners or suited to the learning abilities of the learners

and include in the curriculum guide the suggested activities or enabling tasks for each topic.

For the School Heads, they are encouraged to conduct intensive supervision to be able to

see the how learning takes place, in whatsoever teaching strategies that teachers are using in the

teaching of English. As it is a commonly observed that English seemed difficult to pupils,

especially the comprehension skill, so that they can provide proper technical assistance to teachers.

For the Teachers, they encouraged to use Guided Teaching Strategies for Reading as it

has been found effective in increasing the performance of the pupils based on the Phil IRI

administered test. They are encouraged to use group reading so that pupils may get use to this and

they can share ideas with their peers during the group activity as manifested in group learning.

For the Future Researchers, they are encouraged to conduct similar study on a wider

scope or longer period of time to increase the viability of the findings of the study. Also, to provide

a comprehensive and more detailed result. They may also test the effectiveness of Guided

Strategies for Teaching in other teaching higher level of English.

18
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