Improving reading skills of form two students through KWLH approach

Shalini Karthigesu

Abstract

The current study has set out to ascertain reading problems faced by students and its budding factors. The factors in this case were quite influential in determining that there is a gap in the reading skills of form 2 students and that the KWLH approach has to be put into use. This study has aimed to identify reading difficulties among students along with their emerging causes. The effective 3 understanding of these factors helped to identify that there is a necessity of implementing the KWLH approach to improve the reading abilities among form 2 students. The research addresses prevalent reading challenges faced by students, such as difficulties in understanding context, decoding unfamiliar vocabulary, and connecting prior knowledge with new information. A mixed-methods approach was adopted, combining qualitative and quantitative data collection tools, including pre- and postassessments, interviews, and surveys. The study outlines that improvement of students' reading and level of motivation for reading can be achieved through the KWLH approach. It also fostered critical thinking and retention of information. The study points out that several issues facing students when learning to read can be solved through the use of KWLH strategies; this is especially useful in contexts for learning a new language. This research offers practical implications for teachers to implement similar strategies for improved learning outcomes.

References

AlAdwani, A., AlFadley, A., AlGasab, M. and Alnwaiem, A.F., 2022. The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension of 5thGrade EFL StudentsinKuwait. English language teaching, 15(1), pp.79-91.

Alsalhi, N. R. (2018). The effects of KWL strategy on students’ achievement and reading comprehension. Educational Research Review, 10(2), 101–115. Retrieved from https://files.eric.ed.gov:contentReference[oaicite:3]{index=3}

Duke, N.K., Ward, A.E. and Pearson, P.D., 2021. The science of reading comprehensioninstruction. The Reading Teacher, 74(6),pp.663-672.

Gallaudet University. (2020). How the KWLH teaching technique helps students activate prior knowledge. Retrieved from https://www.gallaudet.edu:contentReference[oaicite:4]{index=4}

Gok, G. and Boncukçu, G., 2023. The Effect of Problem-Based Learning on Middle School Students' Environmental Literacy and Problem-Solving Skills. Journal of Science Learning, 6(4),pp.414-423.

Hattie, J., &Timperley, H. (2007). Thepower offeedbackin readingpractices. Review of Educational Research,77(1), 81–112.

Harmer, J. (2001). Strategies for effective reading instruction. Language Teaching Insights,6(2),91–102.

Kim, Y. S. (2020). DIER modelof reading fluency and comprehension. Journal of Behavioral Education. Retrieved from https://www.researchgate.net:contentReference[oaicite:7]{index=7}

Khaled, B.A.B.O.U.H.O.U.N. and Taher, T.M., 2024. Metacognition strategies and their relationship to self-efficacy among third year secondary students (A field study in some secondary schools in the state of Ghardaia). Journal of ALshamel for Educational and social sciences, 7(01),pp.336-347.

McCarthy, K.S. and McNamara, D.S., 2021. The multidimensional knowledge in textcomprehension framework. Educational Psychologist, 56(3), pp.196-214.

Ogle, D. M. (1986). The KWL strategy: Activating background knowledge. Reading Teacher,39(6),564–570.

Perfetti, C. A. (1985). Reading ability and its bases in comprehension processes. Educational Psychology Review,3(4), 249–297.

Rasinski, T., & Hoffman, J. (2003). Oral reading fluency: What it is and how it can betaught. Reading Psychology,24(3), 123–134.

Riddle, M., & Watkins, L. (2019). The intersection of fluency and comprehension:KWLinpractice. Educational Perspectives,27(1),12–18.

Siribunnam, R. (2013). A comparative study of KWL strategies in ESL classrooms. International Journal of Language Studies,9(3),110–125.

Sinambela, E., Manik, S., & Pangaribuan, E. (2015). Using KWL strategy to improve students' reading comprehension. Education Research International, 9(3),205–219.

Temsah,L. andSafa, N., 2021.New Approaches to Simulation-Based Science Instruction to Enhance Reasoning and Communication Skills in Lebanese Elementary Education. Middle Eastern Journal of Research in Education and Social Sciences, 2(1),pp.56-79.

Tomas, M.J.L., Villaros, E.T. and Galman, S.M.A., 2021. The perceived challenges in reading of learners: Basis for school reading programs. Open Journal of Social Sciences, 9(5), pp.107-122.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problemsolvingfor readers. Journal of Educational Psychology,17(2), 89–100.

Yadav, K., & Subramaniam, R. (2019). Enhancing Tamil students’ comprehension through KWL. South Asian Journal of Language Studies, 11(3), 85–99.