Enhancing Reading Skills in Young Learners: Strategies for Structuring Engaging Literacy Lessons

Abstract

This study explores the effectiveness of structured and engaging reading lessons in improving the reading skills of young learners in an English as a Second Language (ESL) context. Using an action research methodology over a six-week period, the research was conducted with a group of primary school students aged 6–7. The study integrated interactive read-alouds, multisensory phonics games, story retelling activities, digital storybooks, and small group reading circles, all within a consistent lesson structure. Data were collected through classroom observations, learner interviews, and teacher journals. Findings indicate that students demonstrated marked improvements in decoding, fluency, comprehension, and reading motivation. Strategies that incorporated visual, auditory, and kinesthetic elements were especially effective. The research highlights the importance of balancing creativity with structure and demonstrates how reflective teaching practices can lead to more responsive and effective literacy instruction. The paper concludes with practical recommendations for teachers and curriculum designers working with early readers in similar contexts.