ABSTRACT
This study determines the significant relationship between the extent of implementation of guided reading approach in teaching in terms of grouping and planning, before reading (orientation), during reading (reading the text), after reading (comprehension and discussion), word and language development and instructional support and environment and level of reading performance of grade 1 learners in Comprehensive Rapid Learning Assessment (CRLA). The study employed a descriptive-correlational research design utilizing a study from Fountas & Pinnell (2017) on "Guided Reading: Responsive Teaching Across the Grades". The three (3) teachers, and 78 grade 1 learner were involved in the study. The findings of the study revealed that the extent of implementation of guided reading approach in teaching in terms of grouping and planning, before reading (orientation), during reading (reading the text), after reading (comprehension and discussion), word and language development and instructional support and environment is Very High while the level of reading performance of grade 1 learners in Comprehensive Rapid Learning Assessment (CRLA) falls on developing, transition and reading at grade level. It was also revealed that there is a significant relationship between the extent of implementation of guided reading approach in teaching in terms of grouping and planning, before reading (orientation), during reading (reading the text), after reading (comprehension and discussion), word and language development and instructional support and environment and academic performance of learners in Comprehensive Rapid Learning Assessment (CRLA). This suggests that teachers are consistently applying the guided reading framework in their classroom instruction and are well-versed in its processes. Such a high level of implementation demonstrates teachers’ strong commitment to differentiated, learner-centered reading instruction that provides learners with systematic support before, during, and after reading activities.
Keywords: Implementation, Guided Reading Approach, Comprehension Skills, Grade 1 Learners
INTRODUCTION
Reading comprehension is a crucial skill that enhances language and literature proficiency while also developing critical thinking, memory, attention, and problem-solving abilities for learners (Mariecarrier, 2023). Teachers play a vital role in instilling this skill by imparting knowledge and understanding about reading comprehension to their learners. To be effective in this role, teachers need to be competent and well-informed, as they are central figures in education (Barberos et al., 2019). The utilization of appropriate strategies and approaches in teaching reading comprehension is essential for learners to acquire this skill successfully.
Despite numerous strategies and approaches, the education sector in the Philippines faces difficulties in teaching reading comprehension. According to the result of the pre-reading assessment conducted by the researcher, it was quite alarming that most of the learners have difficulty in understanding the text read especially if the paragraph is long and needs in depth understanding of the terms used. This highlights the need for all educators to become proficient "reading teachers" (Ropero, 2019). Teachers in all subjects must be equipped with reading instruction strategies to improve learners' reading comprehension skills (De Ocampo, 2024).
Guided reading instruction is a strategy used by teachers in teaching reading or a small group, differentiated, instructional approach which is essential to meet the needs of the learners in a grade. The essential goal of guided reading is to teach learners reading strategies to help enhance the comprehension and fluency skills. For guided reading to be successful, the classroom environment should be inviting and engaging with the presence of differentiated and varied reading materials and activities to help build a community of readers.
Guided reading or small group is a reading strategy which focused on developing the early reading skills, phonics, phonemic awareness, phonological awareness, fluency, vocabulary, and comprehension. The learners are grouped based on their intellectual capability and needs then teacher must formulate reading activities which are differentiated and conducted individualized or small group discussion helping the learners to acquire skills in reading.
During Guided Reading, teachers should focus on foundational and comprehension skills when using text. Readers who struggle often have difficulty with both skills, so it is essential that they are focused upon providing balanced reading instruction (Solari, Denton, & Haring, 2017). If a teacher focuses on only one of these skills, students may struggle to either correctly read the text or understand the story. Foundational skills are considered alphabet knowledge, print concepts, phonological awareness, phonics, decoding, and fluency. Instruction should be challenging and progress from simple to more difficult concepts (Morris, 2015; Solari, Denton, & Haring, 2017). Comprehension skills should start with easy strategies and gradually move on to harder ones throughout the year. According to research, teachers should spend at least two weeks on a strategy before moving on, and it is recommended to teach these strategies to students in a whole group and then provide additional practice during Guided Reading (Solari, Denton, & Haring, 2017). Vernon-Feagan et al. (2012) suggest “helping classroom teachers offer individualized reading instruction for their struggling readers resulted in large reading gains for the students”. Implementation of guided reading has been controversial to some of the teachers. Unfortunately, in the locale where this study will be conducted, all teachers had implemented the guided reading approach for it was found to be effective in addressing literacy gaps among learners. Hence, this study was formulated to determine the significant relationship between the extent of implementation of guided reading approach in the performance of Grade 1 learners in reading. A proposed improvement plan was formulated based on the findings of the study.
Therefore, it is in the rationale that the researcher who is currently a classroom teacher in the above mentioned local, would like to delve worthy research undertaking that would benefit herself, the school she is currently teaching and that of her Graduate Program she is enrolled at.
This study determines the significant relationship between the extent of implementation of guided reading approach in the performance of Grade 1 learners of Kansungka Elementary School, Baybay 1 District, Baybay City Division. The findings of the study were basis for the proposed improvement plan.
see PDF attachment for more information