EFFECTS OF SIMPLE ENGLISH NARRATIVE TEXTS ON READING COMPREHENSION AND VOCABULARY ACQUISITION IN THIRD-GRADE LEARNERS.
Abstract
This study investigates the effects of using simple English narrative texts on reading comprehension and vocabulary acquisition among third-grade learners. The main purpose of the research is to determine whether short and easy-to-understand stories can help young learners improve their reading skills and learn new words more effectively. The study was conducted over a period of two months with 16 third-grade students at a local primary school. The participants were beginner-level learners (A1–A2), and many of them initially had difficulties in understanding texts and remembering new vocabulary.
A mixed-method approach was used to collect and analyze data. Quantitative data were gathered through pre-tests and post-tests that measured students’ reading comprehension and vocabulary knowledge. Qualitative data were collected through classroom observations and a simple student survey designed with child-friendly questions. During the intervention, students were taught using simple narrative texts such as short stories with clear plots, familiar topics, and basic vocabulary. In addition, interactive activities like group work, reading aloud, and vocabulary games were used to support engagement and understanding.
The results of the study showed a noticeable improvement in both reading comprehension and vocabulary acquisition. Specifically, 13 out of 16 students (approximately 81%) demonstrated better performance in post-test results compared to pre-test scores. Students were able to understand the main ideas of texts more easily and use newly learned words in simple sentences. Furthermore, survey results indicated that most students found the lessons enjoyable and motivating, which increased their participation in classroom activities.
The use of simple English narrative texts can be considered an effective teaching strategy for improving reading comprehension and vocabulary learning in young learners. The findings suggest that when texts are adapted to students’ language level and combined with engaging classroom activities, they can significantly enhance language learning outcomes. This study provides useful insights for primary school English teachers who aim to create more effective and enjoyable learning environments.
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