Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office of Navotas City

THE EFFECTS OF REPEATED READING TO IMPROVE READING SKILL AND COMPREHENSION GRADE FOUR-VERONICA NON-READER
PUPILS AT TANZA ELEMENTARY SCHOOL
ACE B. SILVESTRE | CYRELLE ANN JOCSON

ABSTRACT
This study will discuss the repeated reading that refers to the poor reader’s reading the text repeatedly until gaining fluency. In repeated
readings, the reader will become automatic in word recognition and read fluently after a while, as it is repeated until the reader's mistakes are
corrected and can read at the expected speed with the help of a good reader. (Armbruster et al., 2001; Rasinski, 1989). It is an effective method
for students to recognize and learn the words they encounter frequently. In this method, reading starts with texts suitable for the level of the poor
reader and continued until the reader has achieved the success in reading expected in his/her grade level. Through repeated reading, students'
reading skills are improved with texts that they have never encountered before, and contributions are made to their fluency by enriching their
vocabulary. Activities are started on short texts suitable for the grade level determined for the participant based on his/her performance. During
reading, repeated reading activities are performed to correct sound, syllable and word reading mistakes. Misread words determined in the reading
process are used in sentences and texts to try to eliminate the mistakes.

Key Concepts: repeated reading, short text, fluency, vocabulary

INTRODUCTION RESULTS AND DISCUSSIONS

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 student repeats the word correctly. If the
student requests help with a word, the teacher reads the word aloud or
provides the definition. The student rereads the passage until he or she
achieves a satisfactory fluency level.
Children’s struggles with fluency were apparent through The table summarizes the students pre-test and post-test level in
observation of student’s fluency rate data which was obtained through conducting an 11-week repeated reading of short text intervention to
a review of student records. Further evidence of the problem was enhance the fluency and vocabulary of their vocabulary.
exhibited in the results of Student and Parent Surveys. These offered
greater insight into parent and student opinions of reading practices in Based on the results, the students improved on their reading and
the home in relation to student reading achievement and the level of comprehension ability as they are practiced reading and answer guide
understanding of class work. Teacher Surveys and Interviews were questions repeatedly.
also helpful in defining problems such as a lack of an effective fluency
CONCLUSION
curriculum which contributed to difficulties with reading fluency. All in all, the research question of “How does the
A repeated reading strategy was implemented as a means to intervention of repeated reading impact oral reading fluency rates in
increase the reading fluency rates of students. The repeated reading students who are reading below a selected students of Grade 4
intervention was structured around a daily fluency routine that was level?” was successfully studied and answered through the action
implemented during small group reading. The weekly fluency routine research. To answer the research question, it can be stated that
included timed pre- tests, teacher models, choral reading, partner repeated reading does indeed increase oral reading fluency rates in
students reading below a 4th grade level. All the students who
reading, error correction and feedback, and timed posttests.
participated in the study increased their reading rates over the course
of the study.

STATEMENT OF THE PROBLEM
1.After conducting Phil-IRI Group Screening Test, we found out that
15 of the students were non-readers. This led us to make a
remedial reading tutorial for struggling readers which focuses on
the method of repeated reading.
METHODOLOGY
There are (15) pupils identified for the research intervention
of using repeated reading in their remedial time. The pupils were
chosen from the Grade 4-Veronica who had been identified as non-
readers. To improve their reading skill and comprehension, we will be
using different modes of reading materials where we can integrate the
repeated reading method. Their skills are monitored through their
reading speed and the scores that will be getting from the evaluations.
RECOMMENDATIONS
Grade 4 English teachers are encouraged to adapt the use
of repeated reading in their class.to enhance the vocabulary and
fluency of the students.
REFLECTION
The researchers on the part of the teacher made the study
worthwhile. In addition, the intervention helped improved the students’
reading comprehension and fluency in through repeated reading. As a
commitment, the researcher will continue the use of Repeated
Reading in the teaching and learning process.
REFERENCES:
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). The research Building
Blocks for Teaching Children
to Read Put Reading First. The Partnership for Reading.
Armbruster, B. B., Lehr, F., & Osborn, J. (2010). Put reading first: The
research building blocks for teaching children to read (3th ed.). Developed by
the Center for the Improvement of Early Reading Achievement(CIERA).
Washington, DC: The National Institute for Literacy(NIFL).
Submitted by: ACE B. SILVESTRE | CYRELLE ANNE B. JOCSON
RESEARCHER/S

Approved: MELINDA M. MATIAS

NAME OF PRINCIPAL