Project Abstract

Abstract
This research study aimed to investigate and compare the relative effectiveness of two widely used reading instruction techniques – focus conversational and guided reading – in improving reading comprehension skills among elementary school students. The study involved a sample of 100 students from three different schools, with each school implementing one of the two techniques over a period of 12 weeks. Pre- and post-assessment tests were administered to measure the students' reading comprehension levels. The results indicated that both focus conversational and guided reading instruction techniques led to significant improvements in reading comprehension skills among the students. However, a comparative analysis revealed that students who received guided reading instruction showed greater gains in comprehension levels compared to those who received focus conversational instruction. The findings suggest that the structured and scaffolded approach of guided reading, which involves teacher support and individualized instruction, may have contributed to the enhanced effectiveness of this technique. Furthermore, the study found that students' engagement and participation levels were higher during guided reading sessions, indicating a higher level of student involvement and interaction compared to focus conversational instruction. This active participation may have contributed to the deeper understanding and retention of reading content among students in the guided reading group. In addition, qualitative data collected through observations and student feedback highlighted the benefits of both techniques. Students in the focus conversational group appreciated the opportunity for peer discussion and collaborative learning, while students in the guided reading group valued the individualized attention and support provided by the teacher. Overall, the findings of this study suggest that both focus conversational and guided reading instruction techniques are effective in improving reading comprehension skills among elementary school students. However, the results indicate that guided reading may offer a slight advantage in terms of comprehension gains and student engagement. Educators and practitioners can use these findings to make informed decisions about selecting and implementing reading instruction techniques that best meet the needs of their students. Further research is recommended to explore the long-term effects and sustainability of these instructional approaches.

Project Overview