Reading with Understanding in a Lower Primary Classroom: A Learning Journey to Improve Teacher Practice and Student Learning Outcome

Abstract

This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement effective strategies and methods in the classroom, their students’ reading abilities improve. The study also revealed that daily phonics practice greatly helps vocabulary recognition. In addition, it has been demonstrated that the connection between the native and spoken language is essential for students to express their thoughts with precision. This study is important because it shows teachers how they can change how they teach to help lower-primary students read with greater understanding.