Enhancing Reading Comprehension Ability of Grade V- Just

Pupils in Damayohan Elementary School

Through Repeated Reading

I. Situation /Scenario/Setting
The Division Oral Reading Test Result that was conducted last June
2019 showed that the Grade V Just pupils are poor in reading
comprehension.
This result made me realized that I should find ways in order to
combat this problem. And this made me decide to make an Action
Researched – entitled : enhancing Reading Comprehension of Grade V- Just
Pupils through Repeated Reading. Using this strategy , it enables the pupils
to develop their fluency and comprehension in reading.
II. The Intervention
Repeated Reading Intervention really worked.
Repeated Reading is when a student reads the same text over and
over again until the rate of reading has no errors. This strategy can be done
individually or in group setting.
The following examples will serve to illustrate common repeated
reading strategies. I let the students – Work with Partner. The first
reader select a passage and read it to their partner three times. While the
student is reading, the partner take notes and helps with words as needed.
The students then switch roles and repeat the process. Another method that
I did was Echo Reading. In this activity I let my pupils follow along with their
finger while I read a short passage. Once I stops, the pupils echoes back
what I just read. And then several questions from the text that I have just
read. And the third one was Whole-Class choral reading ( WCCR ) is an oral
reading fluency strategy that can help older elementary students in need of
fluency development and reading comprehension. Implementation is simple
and requires only a few minutes per day. WCCR can easily adapted for
use with narrative and expository texts and allows all students the
opportunity to practice within an environment that provides monitored
reader support.
Through repeated reading strategy my pupils reading ability are now
developed. Their vocabulary are now advanced, their reading fluency and
decoding skills are now enhanced as well as their courage to deeper
learning.
II. Summary
 Repeated reading is an academic practice that aims to increase oral
reading fluency. Repeated reading can be used with students who have
developed initial word reading skills but demonstrate inadequate reading
fluency for their grade level. During repeated reading, a student sits in a
quiet location with a teacher and reads a passage aloud at least three
times. Typically, the teacher selects a passage of about 50 to 200 words in
length. If the student misreads a word or hesitates for longer than 5
seconds, the teacher reads the word aloud , and the students repeats the
word correctly. If the student requests help with word, the teacher reads the
word aloud or provides the definition. The students rereads the passage
until he or she achieves a satisfactory fluency level.
I used the repeated reading strategy to help my pupils develop
fluency and comprehension in reading. And now I have found that this
intervention is really very effective in all types of learners.

JONALYN T. PENALES
Teacher I