Enhancing Small-Group Case Study: Scrutinize On Difficulty With Reading Text At Primary Level BY Shazia Aziz

1. Small-Group Case Study: Scrutinize On Difficulty With Reading
Text At Primary Level
Submitted By:
Shazia Aziz
Coordinated:
MS. NADIA THALHO
And
Supervisor
MS. NADIA THALHO
Lecturers
GECE (W) Hyderabad
GOVERNMENT ELEMENTARY COLLEGE OF EDUCATION (W)
HYDERABAD

2. i
Table of Contents
CERTIFICATE ........................................................................................................iii
Acknowledgement....................................................................................................iii
Dedication................................................................................................................ iv
Abstract..................................................................................................................... v
Chapter One .............................................................................................................. 1
Introduction............................................................................................................... 1
1.1 Overview chapter one ...................................................................................... 1
1.2 Introduction ..................................................................................................... 1
1.4 Significance of the Study ................................................................................. 2
1.5 Statement of the Problem................................................................................. 3
1.6 The Purpose of the study.................................................................................. 3
1.7 Objective of the Study...................................................................................... 4
1.8 Research questions........................................................................................... 4
1.9 Definition of Terms.......................................................................................... 4
1.9.1 Reading................................................................................................ 4
1.9.2 Small group:- . ......................................................................................... 4
Chapter Two.............................................................................................................. 5
Review of Literature.................................................................................................. 5
2.1 Overview of chapter two.................................................................................. 5
2.2 Theoretical Framework.................................................................................... 5
2.3 Zone of Proximal Development ....................................................................... 6
2.4 Bottom-up theory............................................................................................. 7
2.5 Top-down processing....................................................................................... 8
2.6 Components Of Reading Text In A Small Group ............................................. 8
Phonemic Awareness............................................................................................. 8
Chapter Three.......................................................................................................... 11
Research Methodology ............................................................................................ 11
3. 1 Overview the chapter .................................................................................... 11
3.2 Research design ............................................................................................. 11
3.3 Research Approaches................................................................................ 11
3.4 TIME SPAN .................................................................................................. 12
3.5 Research population....................................................................................... 13
3.6 Samples ......................................................................................................... 13
3.7 Sampling Design............................................................................................ 13
3.8 Data collection............................................................................................... 14

3. ii
3.8.2 Interpretation and data presentation............................................................. 15
Chapter Four ........................................................................................................... 16
Data Analysis .......................................................................................................... 16
4.1 Overview Of A Chapter ................................................................................. 16
4.2 Data Analysis................................................................................................. 16
4.3 Report On Recommences.............................................................................. 16
4.4 Report on cycle one ....................................................................................... 17
4.5 Report on Cycle one pre-reading................................................................... 18
4.7 Report On Cycle Four Post Reading............................................................... 22
Chapter Five............................................................................................................ 25
Summary, Discussion And Findings, Recommendation And Conclusion................ 25
5.1 Overview Of Chapter..................................................................................... 25
5.2 Summary ....................................................................................................... 25
5.3 Discussion and finding................................................................................... 25
5.3.1Pre reading (findings ).................................................................................. 26
5.3.2 Findings of post-reading.............................................................................. 26
5.4 Recommendation ........................................................................................... 26
5.5 Conclusion..................................................................................................... 27
Appendix................................................................................................................. 30
Appendix A............................................................................................................. 30
Appendix B ............................................................................................................. 31
Appendix C (level reader)....................................................................................... 32
Appendix D............................................................................................................. 35
Appendix E ............................................................................................................. 36
Meeting form........................................................................................................... 36
Appendix F.............................................................................................................. 37
Consent Letter ......................................................................................................... 37

4. iii
CERTIFICATE
This is to certify that Ms Shazia has conducted this Action Research Project entitled
“Small Group Case Study: Scrutinize On Difficulty With Reading Text At
Primary Level” during the academic year 2019, under the supervision of Ms.Nadia
Thalho partial fulfilment for the degree of B.Ed. (Hons)
RESEARCH SUPERVISOR
Ms NADIA THALHO
Lecturer
GECE (W) Hyderabad
PRINCIPAL
Ms. NayyarRafique
GECE (W) Hyderabad

5. iii
Acknowledgement
First and foremost, I would like to thank ALLAH Almighty for
giving me the strength, knowledge, ability and opportunity to
undertake this research study. Without his blessings, this
achievement would not have been possible.
There are many people without whom this thesis might not have
been written, and to whom I am greatly thankful. I have great
pleasure in acknowledging my gratitude to my co-coordinator
and my supervisor, Ms NadiaThalho when I required motivation
and pushing me on the course of this thesis,
and also for assisting me in the organization of data for my
research. Their support, encouragement and credible ideas have
been great contributors in the completion of the thesis And, I am
thankful of my family, love and care of my siblings to support
me My acknowledgement would be incomplete without
thanking the biggest source.

6. iv
Dedication
I Dedicate My thesis Work
to My Family and Friends.
A Special
Feeling of Gratitude to My
Loving Parents I dedicate to
my honourable teachers who
support me, in my journey
towards this degree.

7. v
Abstract
This case study applied on two grade students were using the theory of scaffolding
inside small-group Guiding reading strategies used for students identified as having
the most difficulty with reading and how the scaffolds supported students’ during
reading. This research occurred in two grade classrooms at PC Sindhi, attached with
GECE w Hyderabad. The selected sample is expertise in groups with different texts
were selected to those students who were facing difficulties in Reading Text. Data
collection occurred within weeks and consisted of observations, checklist, and with
the support of the class teacher and HM, students’ reading data, and instructional
material adopted from reading Rocket website. Data analysis required on the
checklists responses where it was tick Mark with their decoding or responses (X, √)
of First Cycle and Second Cycle used text from their Textbooks for observation what
they can read their text material preferred in their courses. When could not get
responses then I selected level readers book (USAID), in third and fourth cycle after
that in fifth I used same Post-reading checklist and text I got output where students
replied me and got a positive response. The findings from this study align with prior
research on teacher scaffolding forms and highlight the importance of the
instructional focus, opportunities for students to read the text, and implementing
various levels of support. These findings have suggestions for policy makers, practice,
and futuristic research.
Keywords: Difficulty, Primary Level, Reading Text, Scrutinize

8. 1
Chapter One
Introduction
1.1 Overview chapter one
In this first chapter included, the introduction of the research topic, Scrutinize small
group difficulty with reading text. and their importance, background of the study,
focused on the relevant some researches and also objective, research questions,
problem statement, a scoop of study the study, definition terms, and give the
conclusion of this chapter.
1.2 Introduction
Reading is a constructive approach to the ability to read the written text. The small
group reading is the use in the classroom on the regular bases where the Reading
problems are observed among every group and in each essential classroom, Though,
some children with sure demo-graphic traits are at greater threat of reading difficulties
than others. Precisely how and why this occurs has not been completely understood.
In some cases, the sources of these analyzing difficulties among the students may
have students face problems to interact to each other, in Pakistan, there is big problem
of reading at primary level that is reason students face problem in other subject
Reading too, it could be successful in our society if the researcher or curriculum
developer work on that issue. The ability to read is highly valued and essential for
social and financial advancement. Reading skill designs for practice for which
reading is also an art. If a student or any individual interested in undertaking a reading
skill they must form a practice of reading habits. Practice makes a man perfect, &
formation of practice may certainly improve the quality of reading habits.
For reading skill, if a person finds any difficulty to understand the meaning of the
word, the concerned individual so invariable prefer Dictionary. With this for reading
skill, initially while reading the paragraph of any reading material the person
concerned should silently keeping in the mind what he has read, It is not a subject of
cramming but this will help to recapitulate, understanding & meaning of the language
.which will certainly help for developing for reading skill (2017, p. Tanzila Mushtaq).
A large percentage researches it easily, quickly, and effectively as soon as uncovered
to formal instruction. although children had been taught to examine for

9. 2
many countries, best in this 21st
century—and till recently most
effective in some countries—has there been giant expectation that literacy
abilities must be every day, Under current conditions, in lots of ''literate"
societies, 40 to 58 per cent in Pakistan literacy rate.
1.3 Background of the study
For more than forty a long time, education analysts have looked for to decide how to
best give perusing instruction to rising peruses ( (Pressley, 2001) numerous thinks
about have inspected perusing instruction inside, to begin with, review, the tutoring
year in which understudies are rising peruses and frequently display the foremost
advance within the improvement of their proficiency aptitudes (Although the by and
large address of what is the foremost successful perusing instruction for rising peruses
remains generally unanswered, past thinks about illustrated the powerful role of the
instructor in perusing instruction ( (Pressley, 2001). The teacher’s capacity to form
and give successful instruction to bolster the differing reading needs of essential
understudies is fundamental. One imperative part of the educator in making a
difference understudies advance within the region of perusing is through the
execution of the platform. A framework is characterized as the educator giving bolster
to an understudy to accomplish. Furthermore, scaffolding is more prevalent in first-
grade classrooms with students achieving at a higher level than in first-grade
classrooms achieving at a lower level ( (Pressley, 2001). Scaffolding is an effective
instructional method within other instructional contexts including one-on-one targeted
reading instruction (small-group literature discussions in upper elementary grades and
small-group comprehension instruction (Clark, 2005).
1.4 Significance of the Study
This study addresses the need for literacy research for further examination of teacher
scaffolding practices and how these scaffolds support students’ development of
reading practices. Through the theoretical lens of social constructivism, the findings
from this multi-case study create an understanding of the scaffolding practices of two
first-grade teachers and their instructional intentions implemented in small-group
instruction with students they identified as having the most difficulty with reading.
Additionally, the findings describe how teachers use scaffolding when students are

10. 3
unable to determine words in connected text. As a result, this study extends research
on scaffolding to include implementation within small-group reading instruction for
primary-grade students and the focus on how the scaffolding impacts the students’
development of reading practices.
1.5 Statement of the Problem
Although the problem I was observed from pc school (Sindhi section) during my
practice of teaching. Reading difficulties are common factors in primary school.
Although prior research supports scaffolding as an effective instructional method in
the regular classroom setting ( (Pressley M., 2002) these studies generally do not
include descriptions of scaffolding methods and formats. Besides, little is known
about how scaffolding occurs within daily small-group reading instruction designed to
develop students' reading practices to accurately read and comprehend connected text
( (van de Pol, 2010). Instead, available research identified different types and
frequencies of scaffolding implemented with primary students exhibiting reading
difficulties within one-on-one pull-out reading intervention settings and which
scaffold types are effective in supporting students’ reading development. Therefore, a
need exists to understand the nature of how teachers scaffold within daily small-group
reading instruction and how these scaffolds affect students’ reading development. The
present study addresses this need by examining teacher scaffolding implemented with
students identified as having the most difficulty with reading within small group
instruction and the effects of scaffolding on students’ reading practices.
1.6 The Purpose of the study
The purpose of this qualitative multi-case study (Stake, 1995) is to provide an in-
depth with the understanding of how primary classroom teachers scaffold their
instruction for students identified as having the most difficulty with reading. This
study examines how to first-grade Teachers used scaffolding as an instructional
approach during small-group reading instruction and how the teachers’ scaffolding
methods supported the reading practices of seven first-grades Students, identified by
the teachers as those having the most difficulty with reading. The study also describes
how teachers make decisions regarding the instructional focus and the materials for
small-group reading instruction.

11. 4
1.7 Objective of the Study
The objective of the study is concerned with the analysis of students on in a small
group on the reading difficulties
1. To explain the importance of reading at the primary level.
2. To improve the reading through the use of different techniques.
3. To analysis the ways by using Scaffolding techniques during the reading text.
1.8 Research questions
1. What is the importance of reading text at primary level?
2. what are the useful reading techniques for the improvement of students?
3. What are the ways to use Scaffolding techniques during reading text levels?
1.9 Definition of Terms
1.9.1 Reading
Reading is a process of constructing meaning by interacting with text; as individuals
read, they use their prior knowledge along with clues from the text to construct
meaning. Research indicates that effective or expert readers are strategic (Baker and
Brown, 1984)
1.9.2 Small group:- Typical view of a ‘small group’ is around eight to 12 learners
facilitated by a teacher. ‘The purist view of small group teaching is that it must be
learner-centred, with all students joining in free discussion of a particular topic’ (
(McCredie, 2006),).
1.9.3 ZPD:- The zone of proximal development (ZPD) is the central concept in social
culture theory explaining the important role of teachers as mediators and is at the
heart of the concept of scaffolding (wakipedia).

12. 5
Chapter Two
Review of Literature
2.1 Overview of chapter two
In chapter two including data of literature review, some give material according to my
research topics like reading components, reading strategies, and compression Pakistan
and foreign problems in the reading and also discuss the role of a teacher in
improving reading Ability at the end of I gave a conclusion of the second chapter.
The purpose of this chapter is to present social constructivism in the theoretical
framework, this study and to provide a review of research factors related to literacy
Instruction and scaffolding as they pertain to students identified as having the most
difficulty with reading, also discussed the major principles of social constructivism
and how these Principles align with my study. Second, explained findings of factors
affecting literacy Instruction for students identified as having the most difficulty with
reading. The chapter concludes with a summary of the overall findings from the
literature review.
2.2 Theoretical Framework
HandsField stated that Social constructivist theory is described by Vygotsky that
reflected people interact with one another, develop based on these social interactions,
and utilize tools to gain meaning and assimilate beliefs and perspectives about the
surrounding world (Handsfield, 2015)). Therefore, this Theoretical framework
emphasizes how knowledge is created through human interaction and Social factors,
which in turn produces understanding. Its focus on how historical and social factors
impact individuals’ activities and influence their Learning, the social constructivist
theory is categorized as a subset of sociocultural theory. Theories exist, additionally,
the sociocultural theory also focused to solely on the influence of culture and the
Larger social system on an individual’s learning, whereas the social constructivist
approach Separates social influences on learning from mental representations that
transpire within the Individual. In the following section, discuss how Learning
effected in the light of social constructivism in addition to defining and explaining the
Influential, role of the zone of proximal development (ZPD) (Vygotsky, 1978).
Vygotsky, who developed several overarching principles about learning, is

13. 6
Considered a prominent influence on the development of the social constructivist
theory (Hands field, 2015) He believed that learning was Situated in the context of the
social world and social interactions argued an interrelationship existed between
Learning and development wherein learning fostered an individual’s development.
Furthermore, He created the general genetic law of development stating that
development occurs in two areas: First between people in the social arena, and then
internalized within the individual (Tracey & Morrow, 2012).
2.3 Zone of Proximal Development
During the time of Vygotsky work, a widely accepted range of cognitive theories
Centred on the belief that developmental levels hindered learning. However,
Vygotsky did not Believe these theories accurately described the learning process. In
contrast, he argued Development occurred alongside learning as individuals
encountered and solved new problems ( (Vygotsky L., 2004)). He established two
different two levels of development that exist within an Individual: the actual level
and the potential level (Vygotsky, 1978; Wertsch, 2009). The actual Level is the
development of mental functions based on genetics and is retrospective in that the
Development has already occurred (Palinscar, 2005; Vygotsky, 1978). In contrast, the
potential Level is the development of mental functions achieved from the support of
others and is Prospective as this term indicates possible future learning (Palinscar,
2005).According to social constructivist theory, acts of learning and teaching take
place in Social situations where knowledge construction results from the social
context (Roehler&Cantlon, 1997). Social constructivism is best used to examine how
students extend their knowledge through interaction with others (Roehler&Cantlon,
1997) with the intent to discover How the specific actions of teachers, peers, or family
members affect the learning of an Individual (Moll, 1990). The tenets of social
constructivism theory framed my understanding for the present study. Consequently,
this study is grounded in the belief that the social interaction between the teacher and
the students during small-group reading instruction influences students’ Reading
practices. This study specifically focuses on teacher scaffolding practices during
Instruction with students identified as having the most difficulty with reading.
Therefore, the following section provides information on factors affecting students
identified as having the most Difficulty: how students receive an identification of

14. 7
needed support, instructional grouping Practices, the role of the teacher, instructional
formats, and text selection.
2.4 Bottom-up theory
Bottom‐up processing focuses on word recognition that is a method of improving
reading ability by getting students to discover and then prioritize their reading
difficulties after reconstructing a text. This focuses on teaching students how to cope
with authentic language and real‐life situations as part of the communicative
approach.”). Bottom‐up is a processing strategy of the reading system (Birch, 2015).
This process follows an order; first, it is important to interpret letters and words.
Then, in this process, the reader has to perceive phrases and paragraphs to interpret
the whole text (Maroof, 2016). The most important characteristic for developing this
processing is to observe the sequence in which the words occur to identify and
understand the text ( (Dambacher, 2010),). Bottom-up processing has some strategies
that must be taken into consideration during the reading activity. 1) Phonological
strategies permit readers to be aware of the sounds that each word has. Also, it lets the
reader use letter-sound knowledge for successful reading and for building words. 2)
Orthographic strategies are very important for recognizing letters, words, and
everything related to the writing system. These strategies can be combined with
phonological ones to have a meaningful visual and auditory representation of a word.
3) Lexical strategies help the reader to recognize a word and immediately bond this
word with its definition. If the reader cannot associate a word with its meaning,
he/she can use these strategies to remember or learn a new word. 4) Syntactic
strategies help readers to deal with phrases Universidad de Cuenca Authors: sentences
unconsciously through the recognition of words to construct the meaning of a text
(Beed, 1991)The researchers of this project conclude that bottom-up processing has to
do with how a text is structured. The presence of words, the connection of sentences,
and paragraphs are important in a text. Also, the researchers think that without this
processing and its strategies, the development of the reading skill will not be
enhanced or improved.

15. 8
2.5 Top-down processing
Top-down is processing that allows readers to bind their knowledge with the text.
(Maroof, 2016)) has cited in Goodman’s thoughts about the Schema theory helps
students to develop their top-down processing skills by encouraging them to use their
knowledge about the topic to support their understanding of the contents, it is factual
that a meaningful reading is not the result of a perfect perception of details or
elements.
2.6 Components Of Reading Text In A Small Group
Phonemic Awareness
Phonemic awareness is the ability to hear that a spoken word is made up of a series of
discrete sounds. This is not just important in English, but phonemic awareness is
critical for any language that has an alphabetic writing system. Phonemic awareness is
an important component of a good literacy program for a few reasons:
 Teaching phonemic awareness allows for greater printed word recognition.
 Teaching phonemic awareness teaches children to identify, understand, and
manipulate sounds in spoken words.
 Teaching phonemic awareness helps teachers recognize if students will have
trouble with reading and spelling.
According to the National Reading Panel, the amount of phonemic awareness that a
child has been exposed to before the start of school is a strong factor in how well that
child will read by the end of first grade.
Phonemic awareness is also the precursor to phonics instruction. Phonemic
awareness is a necessary component for phonics instruction to be effective because
the students need to connect the units of the written word to the sounds in the spoken
word. Phonemic awareness is also a vital component in a child’s success in learning
how to read. The NRP suggests that including phonemic awareness is a necessary
component in the process of teaching children how to read. The NRP states that those
who promote the use of phonemic awareness believe that including phonemic

16. 9
awareness as a component in literacy programs may finally prevent the massive
rehashing that English instruction goes through every five to ten years.
Phonics Instruction:- Phonics instruction is teaching children that specific sounds
belong to specific letters and letter patterns. Phonics instructions help children
recognize and associate the sounds of the letters and letter patterns in the words they
read. Phonics instruction is a vital part of a literacy program for these reasons:
 Phonics instruction helps children decode words by recognizing the sounds that
accompany letters and letter patterns.
 Phonics instruction increases fluency by helping children read more accurately and
with ease.
 Phonics instruction helps with reading comprehension. When a word is
pronounced correctly, it improves the understanding of the word.
 Phonics instruction helps children increase their everyday vocabulary. If children
feel comfortable in the correctness of the word that they are saying, they will use it
more often.
The NRP explains the goal of phonics instruction is to provide students with the
knowledge and ability to use the alphabet to make progress in learning to read, write,
and comprehend English.
Vocabulary:-Vocabulary can be defined as the knowledge of words and their
meanings. The purpose of teaching vocabulary is for children to understand words
and to use them to acquire and convey meaning. Vocabulary is an important
component of a literacy program because the more words that a child knows and
understands the more the child will comprehend when reading. Vocabulary is an
important component in a successful literacy program because:
 Vocabulary knowledge increases comprehension, which is vital to a child’s ability
to do well in school.
 A greater vocabulary increases a child’s ability to read and write with fluency.

17. 10
A few ways to increase a child’s reading vocabulary is to have them learn high-
frequency words and have them read from a wide range of sources of both fiction and
non-fiction.
Fluency:- Fluency is a child’s ability to effortlessly and correctly read, speak, and
write English. Fluency in reading should include consistent speed, accuracy, and the
use of the proper expression. Fluency is achieved when a child is no longer focusing
on how to read. Helping children read fluently is very important to a successful
literacy program. Fluency is linked directly to comprehension, and once it is achieved,
a student can start focusing on the meaning of what they read. Fluency can be
achieved by using a literacy program that combines phonemic awareness, phonics
instruction, and vocabulary. The NRP suggests that there is a commonality in fluency
research, stating that fluency develops through lots of reading practice.
Comprehension:- Comprehension refers to a child’s understanding of what they are
reading. This not only includes reading but also what is written. Having students
attain comprehension of what they are reading and writing is very important.
Comprehension is an important component of an effective literacy program for a few
reasons:
 Comprehension is important to success in academic and personal learning.
 Comprehension is important to becoming a productive member of society.
 Comprehension is important in obtaining and maintaining a job and being
successful in life.
The NRP explains that reading comprehension is not only important for academic
learning, but for learning in all other areas of a person’s life.
2.7 Conclusion: In this chapter focus on literature review which is showing the
importance of study and get knowledge according to the research topic, here
integrated theories of reading like top to down, up to bottom-up theories and
Vygotsky were mostly integrated the theory of Vygotsky in my study this whole
chapter leads toward the chapter three.

18. 11
Chapter Three
Research Methodology
3. 1 Overview the chapter
This including contents these are research design, research approach, period tool
instrument population and sampling, data collection
3.2 Research design
The research design refers to the overall strategy that you choose to integrate the
different components of the study coherently and logically, thereby, ensuring you will
effectively address the research problem; it constitutes the blueprint for the collection,
measurement, and analysis of data.
3.3 Research Approaches
In Theoretical, we often refer to the two broad methods of reasoning as the
Inductive reasoning works the other way, moving from specific observations to
broader generalizations and theories. Informally, we sometimes call this a "bottom-
up" approach (please note that it's "bottom-up" and not "bottoms up" which is the kind
of thing the bartender says to customers when he's trying to close for the night!). In
inductive reasoning, we begin with specific observations and measures, begin to
detect patterns and regularities, formulate some tentative hypotheses that we can
explore, and finally end up developing some general conclusions or theories.
• Reconaisances
discusion
• observation
In classroom
• pre reading
ACTION
• guided reading
PHASE 1
• guided reading
PHASE 2
• guided reading
PHASE 3

19. 12
These two methods of reasoning have a very different "feel" to them when you're
conducting research. Inductive reasoning, by its very nature, is more open-ended and
exploratory, especially at the beginning. Deductive reasoning is more narrow in
nature and is concerned with testing or confirming hypotheses. Even though a
particular study may look like it's purely deductive (e.g., an experiment designed to
test the hypothesized effects of some treatment on some outcome), most social
research involves both inductive and deductive reasoning processes at some time in
the project. It doesn't take a rocket scientist to see that we could assemble the two
graphs above into a single circular one that continually cycles from theories down to
observations and back up again to theories. Even in the most constrained experiment,
the researchers may observe patterns in the data that lead them to develop new
theories.
3.4 TIME SPAN
Definition: A temporal extent having a beginning, an end and duration. Examples:
date of publication; running time. General unit elements are available.
Timespan is the duration of research work according to these criteria
Date Time-Limited Place Sampling Criteria
21-9-19 15 To 20 Minutes Pc School
(Sindhi Section )
Hyd
8th
Students Interview With
H.M Of School
22-9-19 20 Minutes Pc School
(Sindhi Section )
Hyd
7th
Students Observation On
Check List
27-9-19 30 Minutes Pc School
(Sindhi Section )
Hyd
8th
Students Pre Reading
28-9-19 30 Minutes Pc School
(Sindhi Section )
Hyd
8th
Students Guided Reading 1
4-10-19 30 T0 40 Minutes Pc School
(Sindhi Section )
Hyd
6th
Students
Guided Reading
Phase 2
7-10-19 30 Minutes Pc School
(Sindhi Section )
Hyd
8th
Students Post Reading Or
Guided Reading 3

20. 13
3.5 Research population
There are approximately 12 students in PC SCHOOL SINDHI SECTION attached
with GECE (w) Class of two.
The research population is generally a large collection of individuals or objects that is
the main focus of a scientific query. It is for the benefit of the population that
researches are done. However, due to the large sizes of populations, researchers often
cannot test every individual in the population because it is too expensive and time-
consuming. This is the reason why researchers rely on sampling techniques.
A research population is also known as a well-defined collection of individuals or
objects known to have similar characteristics. All individuals or objects within a
certain population usually have a common, binding characteristic or trait.
3.6 Samples
I choose from 12 students 8th
students who need to improve their reading and face
difficulty with reading text
The sample is simply a subset of the population. The concept of sample arises from
the inability of the researchers to test all the individuals in a given population. The
sample must be representative of the population from which it was drawn and it must
have good size to warrant statistical analysis.
3.7 Sampling Design
I choose both are types of sampling in my research work simple random sampling and
Purposive Sampling
Simple random sampling
In this case, each individual is chosen entirely by chance and each member of the
population has an equal chance, or probability, of being selected. One way of
obtaining a random sample is to give each individual in a population a number, and
then use a table of random numbers to decide which individuals to include.1 For
example, if you have a sampling frame of 1000 individuals, labelled 0 to 999, use
groups of three digits from the random number table to pick your sample. So, if the

21. 14
first three numbers from the random number table were 094, select the individual
labelled “94”, and so on.
As with all probability sampling methods, simple random sampling allows the
sampling error to be calculated and reduces selection bias. A specific advantage is that
it is the most straightforward method of probability sampling. A disadvantage of
simple random sampling is that you may not select enough individuals with your
characteristic of interest, especially if that characteristic is uncommon. It may also be
difficult to define a complete sampling frame and inconvenient to contact them,
especially if different forms of contact are required (email, phone, post) and your
sample units are scattered over a wide geographical area.
Purposive Sampling
Also known as selective, or subjective, sampling, this technique relies on the
judgment of the researcher when choosing whom to ask to participate. Researchers
may implicitly thus choose a "representative" sample to suit their needs or specific
approach individuals with certain characteristics. This approach is often used by the
media when canvassing the public for opinions and in qualitative research.
Purposive sampling has the advantage of being time-and cost-effective to perform
whilst resulting in a range of responses (particularly useful in qualitative research).
However, in addition to volunteer bias, it is also prone to errors of judgment by the
researcher and the findings, whilst being potentially broad, will not necessarily
3.8 Data collection
It is measurement tools are instruments used by researchers and practitioners to aid in
the assessment or evaluation of subjects, clients or patients. The instruments are used
to measure or collect data on a variety of variables ranging from physical functioning
to psychosocial wellbeing. Types of measurement tools include scales, indexes,
surveys, interviews, and informal observations. I used for data collection checklist.
This guide will:
 Walk you through the process of finding measurement tools.
 Demonstrate examples of commonly asked questions (scenarios).

22. 15
 Highlight resources that can answer questions about measurement tools.
3.8.2 Interpretation and data presentation
 This research interpret data by using
 MS WORD 2010
 MS EXCEL 2010
 And analysis data through the Bar graph

23. 16
Chapter Four
Data Analysis
4.1 Overview Of A Chapter
In this chapter describe the data analysis, action research, report on cycles and its
analysis discussion on finding action research cycles and at the end give the
conclusion of chapter 4.
4.2 Data Analysis
Data analysis tools make it easier for users to process and manipulate data, analyze
the relationships and correlations between data sets, and it also helps to identify
patterns and trends for interpretation. Here is a complete list of tools. (Guru99 is a
new kind of learning experience., 2019)
Report on Action Research Cycles And Its Analysis
4.3 Report On Recommences
I follow the three steps of first planning second action third observation and last I give
the reflection about meeting on date 19-9-19 for 15 to 20 minutes reconnaissance.
Plan
Firstly I planned to meet with Head Mistress and discuss the research topic and
conducting action research in pc school (Sindhi section).
Act
I meet with the Miss Maryam H.M of pc school (Sindhi section) I told her to my
research topic (Scrutinize small group difficulty with reading text). I disused the topic
and told her I selected this school for my research work. I ask a question about the
reading she replies reading is the basic and need to up turn out to the High school and
others without reading children can not quick to learn easy.

24. 17
Observation
H.M of pc school ( Sindhi section ) give me positive response for my research topic
and she said to about reading is one of basic need at primary level so we mostly work
on it to use of the different techniques. She also suggests me I pay attention to
focused students because if your work with honestly so you may succeed in your
research.
Reflection
I get positive response from pc school and this meeting very helpful for me because I
meet with senior her cooperative with me, she suggest me I use different tool in my
research so I will implantation on this is good topic you are all prospective teacher are
the futuristic teacher, you help if any way we help you.
4.4 Report on cycle one
plan
I planed the checklist for the observation to check the performance of the students in
the classroom during reading,
Act
I asses the students' performance on the checklist, in the classroom. during the
reading, the teacher read out the text one by one and I observe on my tool. I tick the
which I observe in the classroom.
Observe
I observe the during fill research tool (checklist) students feel boring during the read
out the text and not attention on their words also students skipped words, the teacher
does not involve too small group teacher read the text to call one by one.
Reflect

25. 18
In this stage, I just observe thee things who are students need to know in according to
the need and enhance their vocabulary in regular base with connected to daily life
Discussion of data analysis on the checklist
 Students sometimes are attention during the reading
 Students more quickly work with his her peer.
 Students do no work without academic instruction if teacher they give any
instruction so they do it with help.
 They also complete work with the help of teacher or assistance
 They feel bring during the lesson
 Students also give more time or them slow work individually
 Sometimes they give interest teacher’s lesson
4.5 Report on Cycle one pre-reading
Plan
Today I planned to the second cycle of research on the 27 Sep 2019, I planned on
written text for student’s pre-assessment of reading what students are knowing words
I develop reading text from USAID reading planning book. I check reading on the
0 1 2 3 4 5 6
1
2
3
4
5
6
7
8
9
10
11
Yes
Sometime
No

26. 19
wording one by one and given one minute to each student I give the same text for the
whole class.
Action
I acted on my second cycle according to my planned and I note down each students
performance on my criteria and I also recorded during reading text to each student
with the permission of the class teacher.
Serial number Names of
students
Right
words
Wrong
words
Total
words
1 Aisha 19 18 37
2 Bhanwanti 20 17 37
3 Maya 24 13 37
4 Matin 23 14 37
5 Joti 19 18 37
6 Chunder 22 15 37
7 Anila 17 20 37
8 Anand 22 15 37
Observe
Today I was gone to two classes to action on the second cycle of research. in the two-
class of Sindhi section, eight students are there present from the twelve, then I have
fifteen to twenty minute for the second cycle so I gave first instruction to whole class
about my task then I called one by one and give text for the reading and collecting
data on my criteria also I collecting words wrong and right mostly student have many
mistakes during reading except one student and two students is average to reading text
other read text with the helps.
Reflection
I focus on student read text have to need to word recognition and their sound just one
student easy to read text who I was given from eight students and two students
position of average others poor and very need to guidance.

27. 20
Analysis of data
This chart shows reading text wrong and right words of the pre-reading
Aisha read 19 words out of 37 words and wrong 18 words
Bhanwanti read 20words out of 37 words and wrong 17 words
Maya read 24 words out of 37 words and wrong 15 words
Matin read ou23t the words out of 37 words and wrong 14 words
Joti read 19 words out of 37 words and wrong 18 words
Chunder read 22 words out of 37 words and wrong 15 words
Anila read 17 words out of 37 words and wrong 20 words
Anand read 22 words out of 37 words and wrong 15 words
4.6 Report On Cycle 3 Guided Reading
Plan
I planned to cycle in three phases where used the guided reading on 4-10-19 and 7-10-
19 and 10-10-19, I choose levels of readers (from given by USAID PRP) I work on
19
20
24
23
19
22
17
22
18
17
13
14
18
15
20
15
0% 20% 40% 60% 80% 100%
Aisha
Bhanwanti
Maya
Matin
Joti
Chunder
Anila
Anand
Right words Worng words

28. 21
level reader colours yellow red and blue and I also integrate Sindhi textbook my goals
are being able to students sounds of letters, I also highlight new vocabulary and
involve in sight word in these level reader books including grammar.
Act
I act according to my plan and I focused on my goals, I work on according to my
terms introduce the book, I write key terms from the level readers and I gave book to
focused students and readout text one by one and I help during reading text, I
integrate sight words from the level reader and involve new vocabulary. This tool
used for three days.
This tool I use for recording data of the students for guided reading in a small group
where assess to students with different Level wised books of Reading and also
additionally used to enhance the New Vocabulary of students from.
Students: Aisha, Bhangwanti, Matin, Joti,
Chunder, Anila, Anand
Durations: 3 to 5 days
Book Title: Munshi Aas Paas
School name: PC School Sindhi Section Attached WitH GECE(W) Hyderabad
Levels or colours of the books : Yellow, red and blue
In yellow sight words and vocabulary :
‫ازت‬ ‫اج‬ ,‫پتال‬ ‫اس‬ ,‫ﻼ‬ ‫,داخ‬ ‫۾‬ , ‫و‬ ‫ج‬ ,‫ي‬ ‫ت‬
‫ي‬ ‫,مونک‬ghar
In red sight words and vocabulary :
‫دڱ‬ ‫گڱن‬ ,‫ت‬ ‫انڏي,دوس‬ ‫س‬ ,‫تو‬ ‫رس‬ ,‫ي‬ ‫,ج‬ ‫۽‬
date __4-10-19 date -7-10-19
In blue sight word and vocabulary :
‫,ڻاڄ‬ ‫ن‬ ,‫جاڪخواهش‬ ,‫,را‬ ‫انٿ‬ ‫نقص‬ ,‫ي‬
date ____10-10-19
Improvement of students: I use these level reader for the enhance vocabulary, students
can identify words and they speak whom words can use in their studies like sight
words they use to speak out they can able collect vocabulary from one word more
words

29. 22
Observe
I observe that student’s need too many time and guider who help them to read out
because students cannot level the reader with help. Students also need to vocabulary.
Reflect
In the third cycle step, one child has difficult on reading many children not have a
connection with prior knowledge but I give some words and use in sentences.
4.7 Report On Cycle Four Post Reading
Plan
I again use the first paragraph for research and I also check how much improvement
to develop vocabulary, and I asses the reading of students on same to which I used in
pre-reading in this planning I give same words in this planing.
Act
First I motivate the students, I work on a focused group who aim selected my
students, then I asses one by one and right and wrong tick on my tool.
Serial
numb
er
Names of
students
Right
words
Wrong
words
Total
words
1 Aisha 27 10 37
2 Bhanwanti 26 11 37
3 Maya 26 11 37
4 Matin 26 11 37
5 Joti 30 7 37
6 Chunder 27 10 37
7 Anila 25 12 37
8 Anand 28 12 37
Observe :
In cycle four I observed during reading students enjoy and interest in reading, students
also say me first I read.
Reflection

30. 23
At the end of this cycle I analysis that guided reading help to students according to
level two, if we use different strategies every student can read and write very well like
foreign children.
Analysis of data
This chart shows reading text wrong and right words of the post-reading
Aisha read 27 words out of 37 words and wrong 10 words
Bhanwanti read 26 words out of 37 words and wrong 11 words
Matin read 26 the words out of 37 words and wrong 11 words
Joti read 30 words out of 37 words and wrong 7 words
Chunder read 27 words out of 37 words and wrong 10 words
Anila read 28 words out of 37 words and wrong 9words
Anand read 28 words out of 37 words and wrong 9words
27
26
26
26
30
27
25
28
10
11
11
11
7
10
12
12
0% 20% 40% 60% 80% 100%
Aisha
Bhanwanti
Maya
Matin
Joti
Chunder
Anila
Anand
Right words Worng words

31. 24
Conclusion
This chapter concluded on data analysis of the research work in the start of this
chapter define data analysis and researcher gave the reconnaissance stage (meeting
with H.M ) of PC school Sindhi section attached with GECE (W) Hyderabad, discuss
the research topic which gives the reflection above of this chapter. then researcher
start research with observation for the check the reading performances of students
on checklist that was the first cycle of research work, then I gave the text for reading
and assess on the Sindhi text words with names this tool depends on words right and
wrong and use 37 words in this text . and according the pre-reading in third cycle
focused on the guided reading which are used level reader yellow red blue, at the end
again gain the result of reading researcher used same text on focused group in this
chapter show the result of both pre and post-reading in the bar graph,

32. 25
Chapter Five
Summary, Discussion And Findings, Recommendation And
Conclusion
5.1 Overview Of Chapter
In this chapter describes the summary discussion and findings, recommendation and
conclusion
5.2 Summary
Reading is the essential part of in education system. this is ability highly valued and
important for social and economic, of course, children learn to read fairly well. In this
research focused on reading difficulties within the group. Current difficulties in
reading largely originate from rising demons for literacy, it is bug issues inflow
literacy rate in Pakistan’s education system, researcher with the help of guided
reading to promote the reading materials The importance of this problem led to
education system the main emphasis has been on the development of reading and on
factors that relate to reading outcomes. We conceptualized our task as cutting through
the detail of mostly consistent, this, research to provide an integrated text of how
reading develops and how its development can reading skills is acquired in a
relatively predictable way by children who have normal or above-average language
skills have experience in grade two motivation and provide exposure to literacy in
Pakistan, get information about the nature of print through opportunities to liar letters
and reorganization the internal structure of spoken words, as well as explanations
about the and attend schools that provide effective reading instruction and
opportunities to practice reading.
5.3 Discussion and finding
This research focused on the small group having difficulties with reading text at grade
two children, work on focused group ( eight children) in initially stage researcher
meet with HM of school and discuss about the case study on reading, then start action
with observation on use checklist tool researcher use pre and post-reading and also
use in between the guided reading which integrate the level readers ( YELLOW,

33. 26
RED, BLUE ) in pre and post-reading use text of 37 words same text use in both
cycles.
5.3.1Pre reading (findings )
 Aisha read 19 words out of 37 words and wrong 18 words
 Bhanwanti read 20words out of 37 words and wrong 17 words
 Maya read 24 words out of 37 words and wrong 15 words
 Matin read ou23t the words out of 37 words and wrong 14 words
 Joti read 19 words out of 37 words and wrong 18 words
 Chunder read 22 words out of 37 words and wrong 15 words
 Anila read 17 words out of 37 words and wrong 20 words
 Anand read 22 words out of 37 words and wrong 15 words
5.3.2 Findings of post-reading
 Aisha read 27 words out of 37 words and wrong 10 words
 Bhanwanti read 26 words out of 37 words and wrong 11 words
 Matin read 26 the words out of 37 words and wrong 11 words
 Joti read 30 words out of 37 words and wrong 18 words
 Chunder read 27 words out of 37 words and wrong 10 words
 Anila read 28 words out of 37 words and wrong 9words
 Anand read 28 words out of 37 words and wrong 9words
5.4 Recommendation
Researcher recommendation of small group reading difficulties :
 should study the systemic nature of executive Structure to offer useful artefact
material at the preschool level with small group work
 Should to promote high standards of achievement for all students in all schools.
 Should supporter evaluate and improve the utility and uses of their benchmarks or
standards of reading achievement for purposes of informing instruction,
evaluation?

34. 27
 Should ensure strong and continuing support of basic instrumentation with
activities emphasis on the search of knowledge relevant to reading and its
difficulties.
 Should Knowledge and capabilities that constrain literacy growth in the middle
and later grades, as well as those related to initial reading achievement
 Should towards the goal of assisting teachers in the day-to-day monitoring of
student progress along with the collection of scope on which reading growth
depends
 Towards improving reading outcomes for all children, increasing, the efficacy of
classroom reading instruction in kindergarten and the primary grades
 Should undertake concerted effort to assist reading in monthly
 Should undertake concerted administer how best to, interpret, and instructional
respond to such assessments.
5.5 Conclusion
This study on difficulty of small group during the reading in language subject (Sindhi
) Most reading difficulties can be prevented there is much work to be done however
that have required skills of the information currently, this study described the reading
difficulties in the small group and what techniques most importance while reading,
researcher use the guided reading to overcome the reading difficulties during the
reading in small group researcher need to different techniques researcher work on use
the guided reading

35. 28
References
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independence: The
De Vaus, D. A. Research Design in Social Research. London: SAGE, 2001; Trochim,
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approaches
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Pressley, M. (2002). Effective beginning reading instruction. Journal of Literacy
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Pressley, M. (2002). Effective beginning reading instruction. Journal of Literacy
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Pressley, M. A.-M. (2001). Retrieved from Learning to read: Lessons from exemplary
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Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for
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van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student
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NY: W. H. Freeman and Company

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Note: References structure are missing Kindly add that?
(Guru99 is a new kind of learning experience., 2019)
(Handsfield, 2015)
(1984). Retrieved from Baker and Brown.
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(2006). Retrieved from McCredie.
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https://www.guru99.com/what-is-data-analysis.html
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wakipedia. (n.d.).

37. 30
Appendix
Appendix A
S.No Criteria Yes1 Sometime2 No3
1. Student able to pay attention
without reading prompting
2. frequently does this student
take more time to complete
work than his or her peers
3. Frequently is the student able
to follow teacher instruction
and class discussions
4. often does this student begin
academic work before entire
instruction has been given or
before understanding the
directions
5. frequently does this student
require assistance to
accurately complete his or
her academic work
6. often does this student
appear to be staring
excessively or distracted
from the task at hand
7. The student has difficulty
during the lesson
8. Student take more time more
time to complete work than his
or her peer
9. Student take interest in
Teacher’s lesson
10. Often students gain knowledge
from teacher’s techniques

38. 31
Appendix B

39. 32
Appendix C (level reader)

40. 33

41. 34

42. 35
Appendix D

43. 36
Appendix E
Meeting form

44. 37
Appendix F
Consent Letter