Thesis Abstract

Abstract
This study aimed to investigate and compare the relative effectiveness of two common instructional techniques in promoting reading comprehension among elementary school students focus conversational instruction and guided reading instruction. The research involved a sample of 100 students from two different elementary schools, with each school implementing one of the instructional techniques. The study employed a mixed-methods approach, including pre- and post-assessments, observations, and student interviews to gather comprehensive data on the students' reading comprehension progress and experiences with the instructional methods. The findings indicated that both focus conversational instruction and guided reading instruction had positive effects on students' reading comprehension skills. However, a comparative analysis revealed that students who received focus conversational instruction demonstrated slightly higher gains in reading comprehension compared to those who received guided reading instruction. The results suggest that the interactive and dialogic nature of focus conversational instruction may have contributed to its effectiveness in enhancing students' comprehension of texts. Moreover, the qualitative data from student interviews provided valuable insights into the students' perceptions of the instructional techniques. Students who received focus conversational instruction reported a greater engagement with the texts and enjoyed the interactive discussions with their peers and teachers. On the other hand, students who experienced guided reading instruction appreciated the individualized support and feedback provided by the teacher during reading sessions. These findings have important implications for educators and curriculum developers seeking to improve reading instruction in elementary school settings. While both focus conversational and guided reading techniques can be effective in promoting reading comprehension, the study suggests that focus conversational instruction may offer a slight advantage in terms of student engagement and comprehension gains. Educators may consider incorporating elements of both instructional techniques to create a balanced and effective reading program that caters to students' diverse learning needs. Future research could further explore the specific components of focus conversational instruction that contribute to its effectiveness and investigate how these elements can be integrated into existing reading programs. Additionally, longitudinal studies could track students' reading progress over time to assess the long-term impacts of different instructional techniques on reading comprehension skills.

Thesis Overview