Effects of P3C2R+GIRD vs. KAPS models on developing efl reading comprehension, phonological awareness and oral reading fluency skills among primary stage struggling readers

Abstract EN

This research investigated the impact of two instructional models (P3C2R+GIRD vs.

KAPS) on developing EFL primary stage struggling readers' EFL phonological awareness, oral reading fluency and reading comprehension skills.

The experimental design with Pre-posttest was used where three groups of fifth-year EFL primary stage struggling readers were randomly assigned as a control group and two experimental groups, twenty participants each.

The research instruments were a phonological awareness, an oral reading fluency and an EFL reading comprehension tests.

All participants of the research were administered to the research instruments both before and after the treatments.

For nine weeks, participants of the control group received regular instruction while those in the first experimental group were taught using P3C2R+GIRD model and those in the second experimental group were taught using KAPS model.

Using one-way analysis of variance revealed that significant differences among the mean scores of the three groups in the posttest of the phonological awareness test, the oral reading fluency test and the EFL reading comprehension test were found in favour of the two experimental groups.

Therefore, it was concluded that both P3C2R+GIRD and KAPS models had significant effects on EFL primary stage struggling readers.