Reading clubs as intervention towards improving reading for comprehesion at high school level

Abstract

The Examiners' Reports from the Examinations Council of Lesotho have highlighted a concerning pattern of consistent decline in English Language proficiency among high school learners, particularly in the area of Reading Comprehension. In response to this issue, an action research case study was undertaken to investigate the efficacy of reading clubs as an intervention aimed at enhancing reading comprehension skills among high school students in Lesotho. This study was informed by Vygotsky's sociocultural theory of learning and employed a mixed methods research approach. Data collection methods included focus group interviews, one-on- one interviews, classroom observations, document analysis, documentary evidence and the maintenance of a reflective journal. The collected data was analysed through a thematic analysis conducted inductively. As an intervention study, the effectiveness of reading clubs in improving reading for comprehension was assessed through a pre-test, an intervention test, and a post-intervention test. The study's findings indicate that reading clubs can indeed be effective tools for enhancing reading comprehension skills among high school students. Furthermore, the results shed light on some of the potential factors contributing to the persistently poor performance in Reading Comprehension at the high school level in Lesotho. In light of these findings, this study strongly recommends the implementation of reading clubs in schools as a means to enhance reading comprehension among high school students in Lesotho.