Reframing Early Reading Instruction in English Language Teaching: A Pilot Study among Middle School Students in Kanchipuram District

Abstract

            Early reading instruction is one aspect that has been identified to be essential in determining the success of learners in mastering the language and achieving academic success. In most Indian schools, the teaching of the English Language is still being done using old approaches that may not be responding to the needs of learners. This pilot study titled "Reframing Early Reading Instruction in English Language Teaching: A Pilot Study among Middle School Students in Kanchipuram District" examines the efficacy of the selected reading approaches in teaching early reading skills. The research aims to apply a quasi-experimental pilot design to a small sample of students from the Middle schools of selected schools in the Kanchipuram District of Tamil Nadu. Two different methods of reading: phonics-based reading instructions and strategy-based reading practices were used for the short period of instructions. The data were collected using pre-test and post-test techniques to test the students for decoding skills, understanding of vocabulary, and basic reading comprehension. The descriptive statistical analysis was used to analyze the trend of improvement in reading skills to determine the appropriateness of research instruments. The results reveal a marked enhancement in the reading ability of the students, especially in terms of word recognition and comprehension, thus hinting at the effectiveness and need for structured and student-centric reading methods in the primary level. The pilot study has also aided in realizing the challenges in the pilot setting in terms of time, engagement, and assessment methods, which will assist in designing the main study. This research, in a way, highlights the need for context-driven and developmentally appropriate reading strategies in ELT classrooms and the necessity for early intervention to improve reading fundamentals in young learners.