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Reading Intervention in Year 1: Different Strategies and Their Effectiveness on Supporting EAL Learners

Date: October 17,2022 |Hits: 1385 Download PDF How to cite this paper

Siqi Xu

Sino-British College, University of Shanghai for Science and Technology, Shanghai, China.

*Corresponding author:Siqi Xu


This study intended to determine whether guided reading is an optimal approach to improving reading levels for students learning English as an additional language (EAL). Two approaches to reading instruction: (1) guided reading and (2) teaching reading by assigning reading comprehension worksheets were compared through intervention groups. Twelve Year 1 students aged five or six from an international school in Shanghai were randomly stratified into two groups with Group A receiving guided reading instruction, while Group B received comprehension worksheets with limited teacher guidance. After eight weeks, a pretesting and post-testing data analysis indicated that more progress in reading can be witnessed in the guided reading group where students improved their reading accuracy, fluency, and comprehension. In addition, five teachers from three international schools were interviewed about their preferred strategies to support reading development for EAL learners. The results of which indicated that interviewees were in favor of guided reading as the more effective approach to EAL students’ reading instruction.


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How to cite this paper

Reading Intervention in Year 1: Different Strategies and Their Effectiveness on Supporting EAL Learners

How to cite this paper: Siqi Xu. (2022). Reading Intervention in Year 1: Different Strategies and Their Effectiveness on Supporting EAL Learners. The Educational Review, USA6(9), 510-515.

DOI: http://dx.doi.org/10.26855/er.2022.09.011

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