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.