Early Literacy Intervention and Reading Fluency: Evidence from Primary School Classrooms
DOI:
https://doi.org/10.63011/g6qz5r22Keywords:
comprehension, early literacy, intervention, primary education, reading fluencyAbstract
Despite extensive research on early literacy interventions, gaps remain in understanding their nuanced effects on reading fluency in primary school students, particularly in Southeast Asian contexts. This study aimed to examine the impact of structured early literacy interventions on reading fluency in public primary schools in West Java, Indonesia. A quasi-experimental design was employed with 128 students from Grades 1 and 2 participating in an eight-week program combining guided reading, phonics-based activities, and individualized feedback. Pre- and post-assessments evaluated reading accuracy, rate, and comprehension, complemented by teacher observations to capture classroom dynamics. Results revealed that while most students improved in reading speed and word recognition, progress in comprehension varied, with some students demonstrating slower development in contextual understanding. Variability in engagement and responsiveness to instruction further highlighted the influence of learner-specific factors on outcomes. These findings suggest that early literacy interventions can strengthen foundational reading skills, yet their effectiveness depends on adaptive teaching practices and careful monitoring of individual learner needs, emphasizing the importance of differentiation within classroom instruction.
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