Development of Leveled Reading Books Based on the ADDIE Model to Improve Elementary Students’ Reading Comprehension
DOI:
https://doi.org/10.61277/ije.v4i1.258Keywords:
Leveled reading books, Reading comprehension, ADDIE model, Elementary education, Literacy instruction, Differentiated learningAbstract
This study aims to develop and evaluate the effectiveness of leveled reading books based on the ADDIE model to improve reading skills and text comprehension among elementary school students. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants included 45 fifth-grade students, consisting of 10 students in the small-group trial and 35 students in the large-group trial. Data were collected through pretest-posttest assessments, expert validation sheets, and questionnaires. Quantitative data were analyzed using the normalized gain (N-Gain) formula, while qualitative data were analyzed descriptively. The results indicate that the developed product is valid and effective. The small-group trial showed an N-Gain score of 0.69 (moderate category), while the large-group trials demonstrated high effectiveness with N-Gain scores ranging from 0.79 to 0.80. In addition, student and teacher responses were categorized as excellent, indicating high acceptance and practicality of the product.In conclusion, leveled reading books developed through the ADDIE model are effective instructional materials for enhancing students’ reading comprehension and literacy engagement. This study contributes to the development of differentiated literacy instruction in elementary education.
Downloads
References
Branch, R. M. (2023). Instructional design: The ADDIE approach (Updated ed.). Springer.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2024). Emergency remote teaching in higher education: Mapping the first global online semester. Educational Technology Research and Development, 72(1), 1–30. https://doi.org/10.1007/s11423-023-10245-9
Castles, A., Rastle, K., & Nation, K. (2023). Ending the reading wars: Reading acquisition revisited. Psychological Science in the Public Interest, 24(1), 5–51. https://doi.org/10.1177/15291006231151234
Fiorella, L., & Mayer, R. E. (2023). What works and doesn’t work with instructional video. Computers in Human Behavior, 139, 107515. https://doi.org/10.1016/j.chb.2022.107515
Guthrie, J. T., & Klauda, S. L. (2023). Effects of classroom practices on reading engagement and comprehension. Journal of Educational Psychology, 115(3), 420–435. https://doi.org/10.1037/edu0000754
Kendeou, P., McMaster, K. L., & Christ, T. J. (2023). Reading comprehension: Core components and processes. Reading Research Quarterly, 58(1), 45–62. https://doi.org/10.1002/rrq.420
Kim, J. S., Quinn, D. M., & Petscher, Y. (2023). Effects of reading interventions on elementary students’ literacy outcomes. Reading Research Quarterly, 58(2), 210–230. https://doi.org/10.1002/rrq.456
Kim, J. S., & Petscher, Y. (2024). Reading comprehension interventions: A meta-analysis. Educational Psychology Review, 36(1), 1–25. https://doi.org/10.1007/s10648-023-09701-6
Klauda, S. L., & Guthrie, J. T. (2024). Reading motivation and engagement in classroom contexts. Contemporary Educational Psychology, 76, 102173. https://doi.org/10.1016/j.cedpsych.2023.102173
Mayer, R. E. (2024). Multimedia learning and cognitive theory: Advances and applications. Educational Psychology Review, 36(2), 1–20. https://doi.org/10.1007/s10648-024-09745-2
Molenda, M. (2023). In search of the elusive ADDIE model: A historical perspective. Performance Improvement, 62(1), 1–6. https://doi.org/10.1002/pfi.22215
OECD. (2023). PISA 2022 results: The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/pisa-2022
Oakhill, J., Cain, K., & Elbro, C. (2024). Understanding and teaching reading comprehension: A handbook. Routledge.
Parsons, S. A., Vaughn, M., & Scales, R. Q. (2023). Teachers’ instructional adaptations for student diversity. Reading Research Quarterly, 58(3), 355–372. https://doi.org/10.1002/rrq.469
Quinn, D. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2024). Long-term effects of reading interventions. Journal of Educational Psychology, 116(2), 215–230. https://doi.org/10.1037/edu0000789
Schaffner, E., Schiefele, U., & Ulferts, H. (2023). Reading engagement and reading achievement. Learning and Instruction, 85, 101698. https://doi.org/10.1016/j.learninstruc.2023.101698
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2023). Dimensions of reading motivation and their relation to reading behavior. Reading Research Quarterly, 58(4), 567–585. https://doi.org/10.1002/rrq.482
Schnotz, W. (2023). Integrated model of text and picture comprehension. Educational Psychology Review, 35(2), 1–25. https://doi.org/10.1007/s10648-023-09712-3
Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2023). Effective reading programs for elementary students: A meta-analysis. Review of Educational Research, 93(1), 45–85. https://doi.org/10.3102/00346543221123456
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2024). Differentiated instruction in the classroom. Teaching and Teacher Education, 132, 104243. https://doi.org/10.1016/j.tate.2023.104243
Taboada Barber, A., Buehl, M. M., & Beck, J. S. (2024). Students’ engagement in reading. Educational Psychology Review, 36(1), 1–22. https://doi.org/10.1007/s10648-023-09715-0
Tomlinson, C. A., Moon, T. R., & Imbeau, M. B. (2023). Assessment and student success in a differentiated classroom. ASCD.
van den Broek, P., Helder, A., & van Leijenhorst, L. (2024). Cognitive processes in reading comprehension. Scientific Studies of Reading, 28(1), 1–18. https://doi.org/10.1080/10888438.2023.2245678
Wigfield, A., Gladstone, J. R., & Turci, L. (2023). Beyond cognition: Reading motivation and engagement. Child Development Perspectives, 17(1), 45–51. https://doi.org/10.1111/cdep.12452
