Authors :
Jeaneth E. Parra; Cecilia Q. Velasco; Reyna B. Angeles; Lucilyn F. Luis
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/43uxUln
Scribd :
https://tinyurl.com/bdhmvakz
DOI :
https://doi.org/10.5281/zenodo.8138992
Abstract :
Reading fluency is a crucial skill for academic
and personal success, as it involves the ability to read
accurately, quickly, and with expression. Fluent readers
can recognize words automatically, allocate mental
resources to understand the text, and make connections
between words and ideas. One effective instructional
approach for enhancing reading fluency among learners is
the Repeated Reading Strategy. This study aimed to
examine the effects of this strategy on Grade 7 struggling
readers at Pres. Jose P. Laurel National High School.
Thirty students participated in the study, which employed
experimental research with a pre-test and post-test one-
group design. The study focused on three aspects of
reading fluency: accuracy, rate, and prosody. The
Repeated Reading Strategy was implemented through
modelling fluent reading, making error correction, and
tracking reading progress.
The initial performance level of the struggling
readers was low in terms of accuracy, rate, and prosody.
However, after using the Repeated Reading Strategy, there
was a significant improvement in all three variables. The
increase in accuracy, rate, and prosody scores had a large
effect size, indicating a significant impact on the students'
performance. In conclusion, the Repeated Reading
Strategy effectively improved the reading fluency of Grade
7 struggling readers. This study suggests that
incorporating this strategy into classroom instruction can
be an effective approach to enhance the reading fluency of
students facing difficulties in fluent reading.
Keywords :
Reading fluency,repeated reading strategy, struggling readers.
Reading fluency is a crucial skill for academic
and personal success, as it involves the ability to read
accurately, quickly, and with expression. Fluent readers
can recognize words automatically, allocate mental
resources to understand the text, and make connections
between words and ideas. One effective instructional
approach for enhancing reading fluency among learners is
the Repeated Reading Strategy. This study aimed to
examine the effects of this strategy on Grade 7 struggling
readers at Pres. Jose P. Laurel National High School.
Thirty students participated in the study, which employed
experimental research with a pre-test and post-test one-
group design. The study focused on three aspects of
reading fluency: accuracy, rate, and prosody. The
Repeated Reading Strategy was implemented through
modelling fluent reading, making error correction, and
tracking reading progress.
The initial performance level of the struggling
readers was low in terms of accuracy, rate, and prosody.
However, after using the Repeated Reading Strategy, there
was a significant improvement in all three variables. The
increase in accuracy, rate, and prosody scores had a large
effect size, indicating a significant impact on the students'
performance. In conclusion, the Repeated Reading
Strategy effectively improved the reading fluency of Grade
7 struggling readers. This study suggests that
incorporating this strategy into classroom instruction can
be an effective approach to enhance the reading fluency of
students facing difficulties in fluent reading.
Keywords :
Reading fluency,repeated reading strategy, struggling readers.
