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A Case Study of the Action Research Process of Remedial Reading Comprehension Instruction for Disadvantaged Elementary School

Middle-grade Underachievers

Su-Chiu Lin

Abstract This study implemented remedial reading comprehension strategy instruction at

a childrens book club. The members of the book club comprised six disadvantaged middle-grade students in an elementary school who were also underachievers in reading subjects. The test scores for the literacy assessment test and the elementary school fourth-grade reading comprehension test (A) were used as the screening basis. This study observed one member of the book club(this student is referred to by the pseudonym Xiao-Yu, was from a single parent family, raised by grandparents, and was economically disadvantaged), and analyzed the students language and reading comprehension performances and any shifts in learning attitude prior, during, and following book club participation. After the two-stage action research process, which lasted six months, and the elementary school fourth-grade reading comprehension test (B) was used to determine whether the participants reading comprehension skills had been enhanced.

This study primarily used qualitative analysis, and the results and recommendations are as follows: 1. Underachieving students in reading subjects should be identified as early as

possible and provided with remedial reading instruction. 2. Underachieving students in reading subjects should be tested regarding their

recognized vocabulary volume or literacy, and if it is inadequate, literacy and vocabulary instruction should be implemented to expand their recognized vocabulary volume and literacy.

3. If the content of the textbooks is inconsistent with the teaching needs for reading, additional extracurricular reading materials suitable for underachieving students should be used in conjunction with corresponding reading comprehension strategy instruction to increase their reading interests and comprehension skills.

4. Reading comprehension strategy instruction should be practiced in a distributed or staged manner. During the remedial instruction process, the students reading comprehension learning outcomes should be constantly evaluated.

5. Using a childrens book club as a medium to provide reading instruction can promote peer discussion, thinking skills, shared reading, and can expand students reading breadth and depth.

KeywordsDisadvantaged students, underachievers, reading comprehension strategy instruction, remedial instruction, action research process