A guided reading to improve english reading comprehension in A2 level students

Abstract

This research examined the impact of a guided reading intervention on the reading comprehension skills of A2-level students at a private secondary school in Azogues, Ecuador. Using a mixed-methods approach, the research explored both the cognitive and affective outcomes of structured reading sessions that included vocabulary preparation, strategy modeling, group interaction, and reflective activities. Quantitative data obtained from diagnostic and final tests revealed significant improvements in reading comprehension performance, with students demonstrating a greater ability to identify main ideas, understand context, and infer meaning. Qualitative data obtained through classroom observations and students' reflective journals showed increased participation, more strategic reading behavior, and positive emotional responses to reading in English. Initially, students exhibited low motivation and anxiety toward reading, but they progressively adopted more autonomous and confident attitudes, facilitated by the collaborative and predictable format of the sessions. The intervention fostered a safe and supportive environment, essential for promoting active participation and intrinsic motivation. Some students even reported reading English texts outside of class, suggesting lasting changes in their attitude toward reading. The study concludes that guided reading is an effective pedagogical tool for improving comprehension and strengthening student motivation, emotional resilience, and autonomy in English as a Foreign Language (EFL) contexts. Furthermore, it represents a practical and adaptable model for resource-limited educational settings.