IMPROVING COMPREHENSION USING GUIDED READING STRATEGY: A QUASI-EXPERIMENTAL STUDY

Education

This quasi-experimental study examined the effectiveness of the Guided Reading Strategy in improving the reading comprehension skills of Grade 6 pupils. Using a pretest-posttest design with 20 student participants, the study assessed comprehension across three domains: literal, inferential, and critical. Pretest results revealed low proficiency in all areas, especially in literal and critical comprehension. Following the implementation of the Guided Reading Strategy over a specified period, posttest data showed a significant improvement in overall comprehension, particularly in inferential skills (t = -4.485, p < .001). However, the strategy showed minimal impact on literal (t = 1.437, p = 0.167) and critical comprehension (t = 0.271, p = 0.789), suggesting the need for supplemental approaches in those domains. Statistical analysis confirmed a significant increase in total comprehension scores (t = -3.426, p = 0.003). The findings affirm the strategy's potential in enhancing higher-order thinking but also highlight its limitations in addressing foundational and evaluative reading skills. The study recommends integrating more targeted instruction for literal and critical comprehension within guided reading sessions.

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