Enhancing Reading Comprehension Skills in ESL Learners through Read-Aloud Strategies: A Quasi-Experimental Study

Authors

  • Shaharyar Shoukat Assistant Manager R&D, Riphah International University Lahore, Punjab, Pakistan
  • Dr. Zarmina Usman Assistant Professor, Education Riphah International University Lahore, Punjab, Pakistan
  • Hafiz Muhammad Faheem Principal, Riphah International College, Mandi Bahuaddin, Punjab, Pakistan

DOI:

https://doi.org/10.47205/jdss.2024(5-IV)16

Keywords:

ESL Learners, Primary Education, Quasi-Experimental Study, Read-Aloud Technique, Reading Comprehension

Abstract

This research examines the effects of the read-aloud strategy on improving reading comprehension of Grade 2 ESL learners in Lahore, Pakistan. Reading comprehension is a significant aspect of academic achievement, yet Pakistani primary students suffer because of limited proficiency in English and traditional rote-based methods of teaching. A quasi-experimental design was utilized with 50 students placed into an experimental group who received interactive read-aloud sessions, and a control group utilizing traditional methods. Literacy, inferential, and evaluative levels of comprehension are measured using pre- and post-tests. Results reflect significant comprehension gain in the experimental group with large effect sizes for all stories. The study shows the read-aloud technique to be effective. Recommendations are that read-aloud sessions must be included in the ESL curriculum and that teachers are trained in expressive reading and interactive questioning. Read-aloud methods can help build critical thinking, engagement, and literacy in ESL settings.

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Published

2024-11-06

Details

    Abstract Views: 32
    PDF Downloads: 19

How to Cite

Shoukat, S., Usman, Z., & Faheem, H. M. (2024). Enhancing Reading Comprehension Skills in ESL Learners through Read-Aloud Strategies: A Quasi-Experimental Study. Journal of Development and Social Sciences, 5(4), 171–181. https://doi.org/10.47205/jdss.2024(5-IV)16