THE EFFICACY OF REPEATED READING FOR READING

COMPREHENSION AMONG RAMDOM GRADE - 9 STUDENTS OF

TAGOLOAN NATIONAL HIGH SCHOOL S.Y 2022 - 2023

A Research paper presented to the faculty of English department in

Tagoloan National High School
Poblacion, Tagoloan, Misamis Oriental

In partial fulfillment
Of the requirement of completion of
Junior High School

SUBMITTED BY:
ANIÑON, NAVERIC
ARAS, RITCHELLE
CAJOTE, JOHNPAUL
ECHANO, ROBIEGANE
GALCERAN, NICOLE
MINOZA, DESIREE
SEPE, DAVE CLARENCE
TADLE, ANA ROSE

SUBMITTED TO:
Ma’am jennefer maestrado
TABLE OF CONTENT
Cover page---------------------------------------------------------------------------------------i
Dedication----------------------------------------------------------------------------------------ii
Acknowledgement-----------------------------------------------------------------------------iii
Abstract------------------------------------------------------------------------------------------iv
Chapter 1 (THE PROBLEM) Introduction------------------------------------------------1
Statement of the Problem-------------------------------------------------------------------2
Scope and Limitation--------------------------------------------------------------------------2
Significance of the study--------------------------------------------------------------------3
Definition of Terms-----------------------------------------------------------------------------
4
Conceptual Framework-----------------------------------------------------------------------5
Schema of the Study--------------------------------------------------------------------------6
Chapter 2 Review of Related Literature----------------------------------------------7-9
Chapter 3 (RESEARCH METHODOLOGY) Research Design-------------------10
Research locale-------------------------------------------------------------------------------
10
Respondents of the Study------------------------------------------------------------------
11
Research Instrument------------------------------------------------------------------------12
Sampling Procedure-------------------------------------------------------------------------12
Scoring Procedure-----------------------------------------------------------------------13-16
Data Gathering Procedure-----------------------------------------------------------------17
Statistical Treatment-------------------------------------------------------------------------17
Chapter 4 (ANALYSIS,PRESENTATION,AND INTERPRETATION OF DATA)
Analysis-----------------------------------------------------------------------------------------18
Interpretation----------------------------------------------------------------------------------18
Problem 1--------------------------------------------------------------------------------------19
Problem 2--------------------------------------------------------------------------------------20
Problem 3--------------------------------------------------------------------------------------21
Problem 4--------------------------------------------------------------------------------------22
Problem 5--------------------------------------------------------------------------------------23
Chapter 5 (SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATION) Summary of Findings-----------------------------------------24
Conclusion-------------------------------------------------------------------------------------24
Recommendation-----------------------------------------------------------------------------
25
References-------------------------------------------------------------------------------------26
Appendix A-------------------------------------------------------------------------------------27
Appendix B-------------------------------------------------------------------------------------28
Curriculum Vitae------------------------------------------------------------------------------29
Documentation--------------------------------------------------------------------------------30
 DEDICATION

This study is wholeheartedly dedicated for those students in Tagoloan

National High School that’s having trouble with their reading comprehension
that cause them to have anxiety whenever their ordered or requested to read
something in front of the class. This study could be a really big help for the
students to improve their reading comprehension, as we, the researcher of
this study recommended them to try the repeated reading technique to
enhance their reading comprehension.
 ACKNOWLEDGEMENT

First and foremost, we, the researcher wanted to thank god for the
guidance throughout this process. We are also so thankful for our English
teacher, ma’am Jennefer Maestrado for giving us an opportunity to discover
our skill on this research that we’re working on. A big hand also for those
random grade 9 students who participated on our survey, for us to be able to
gathered all the data that we needed for this research, last but not the least
we acknowledge all the researcher who cooperated on this study, the hard
work we gave, as a researcher for this research have finally paid off.
 ABSTRACT

The aim of this study is to find out if students' reading comprehension

may be enhanced through repeated reading. Our research has shown that
repeated reading, which is when you read something repeatedly to
understand the context or the topic, can be useful for enhancing reading
fluency and comprehension for readers of different ages and abilities. Partner
reading and computer-based repeated reading are two variations of repeated
reading that have also been found to be effective. Students often read novels,
stories on Wattpad, or other online content without understanding what
they've read, but with repeated reading, they can quickly pick up words
they've never encountered before and easily understand what they're reading.
CHAPTER I
INTRODUCTION

Students who are aware of their difficulty with reading accurately and
fluently are typically also aware of their difficulty comprehending the text they
are reading students. In order to help student, read at grade level expectation,
students need to practice reading. To increase accuracy and fluency, students
need to read the presented text multiple times. In order to increase
comprehension, students need to read text that is interesting and meaningful.
Repeated reading is an evidenced based strategy thatprovides students the
time to practice reading in order to improve their comprehension. Not only
does repeated reading increase accuracy and fluency, but it canincrease
reading comprehension as well (Therrien, 2004). The repeated reading
strategy includes students reading passages aloud a specificnumber to times
to an adult or trained peer until a satisfactory level of accuracy andfluency has
been achieved. More specifically, students should read the text while the
teacher or trained peer makes corrections within three seconds of an error.
The student then should reread the sentence using the corrected word. This
strategy increases accuracy and fluency.

1.1 STATEMENT OF THE PROBLEM

this study aims to determine the effectiveness of repeated reading on

student’s reading comprehension.

1. Does repeated reading help you to improve your reading

comprehension?
2. Is there any way that repeated reading could be just a technique that
could lessen student’s ability to comprehend what they’re reading?

3.Is there any difference between repeated reading to other technique

(reading it slow) that students use to enhance their reading
comprehension?
 1.2 SCOPE AND LIMITATIONS

Students is our main respondent in this research to logically

know whether repeated reading is an effective technique to enhance
their reading comprehension. We conducted survey to a random grade
9 students for this research, we discovered that students have a lot of
ways or technique that they’ve use to improve their reading
comprehension but only to find out that repeated reading have a big
impact to their reading comprehension. With that we determined that
majority of the students that we’ve conducted survey with said that
repeated reading is a good technique to improve their reading
comprehension.

RESPONDENT:
Grade 9 students of Tagoloan National High School

1.3 SIGNIFICANCE OF THE STUDY

Repeated reading is a strong and effective techniques to enhance

student’s reading comprehension. This topic is deemed beneficial to the
following:

STUDENTS: Based from our survey it is said that repeated reading is an

effective way to improve student’s reading comprehension
TEACHERS: We’ve asked few teachers around TAGOLOAN NATIONAL
HIGH SCHOOL campus whether repeated reading is ab effected way to
improve student’s reading comprehension, by far the teachers that we’ve
asked said yes.
 1.4 DEFINITION OF TERMS

Fluency
The ability to read with speed, accuracy, and proper expression. In order to
understand what they read, children must be able to read fluently whether
they are reading aloud or silently. When reading aloud, fluent readers read in
phrases and add intonation appropriately.

Reading
He process of looking at a series of written symbols and getting meaning from
them. When we read, we use our eyes to receive written symbols (letters,
punctuation marks and spaces) and we use our brain to convert them into
words, sentences and paragraphs that communicate something to us

Reading comprehension
Is the ability to read text, process it and understand its meaning. It
relies on two, interconnected abilities: word reading (being able to decode the
symbols on the page) and language comprehension (being able to
understand the meaning of the words and sentences).

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.
 1.6 SCHEME OF THE STUDY

INPUT PROCESS OUTPUT

Profile of high school
students: Analysis of data
Repeated reading’s
a. 14-16 through:
effectiveness to
b. Grade 9 students a. Survey
improve student’s
c. Both male and b. Questionnaire
reading
female comprehension

Current curriculum caused by majority

used by institution of factors. Students

developed fluency,
and an ability to
comprehend what
they’re reading due
to repeated
reading.
 1.5 CONCEPTUAL FRAMEWORK

INDEPENDENT DEPENDENT

 GRADE 9  The efficacy of

repeated reading on
reading
comprehension
CHAPTER II

REVIEW OF RELATED LITERATURE

A study by Reid Smith, et al. (2021). A critical review was conducted to

determine the influence background knowledge has on the reading
comprehension of primary school-aged children. We identified twenty-three
studies that met our criteria and focused on the links between background
knowledge and reading comprehension of children in the mid to late primary
years. Review findings highlight that higher levels of background knowledge
have a range of effects that are influenced by the nature of the text, the quality
of the situation model required, and the presence of reader misconceptions
about the text. Our findings also indicate that background knowledge impacts
differentially on stronger and weaker readers. Readers with lower background
knowledge appear to benefit more from text with high cohesion, while weaker
readers were able to compensate somewhat for their relatively weak reading
skills in the context of a high degree of background knowledge. Implications of
the findings for early years classroom practice are outlined, together with
suggested future research directions.

another study by Linda Septiyana, et al. (2021). Reading simply can be

defined as a process to understand and get information from a text. Cohesion
is the meaning relation that appears within the text in order to build connection
among the different parts of the text. Understanding the cohesion can bring
the students to get good comprehension in reading. Therefore, in this
research, the researchers want to prove that students cohesion understanding
can be correlated with students reading comprehension. The purpose of this
research is to investigate and to find out the correlation between EFL
Learners cohesion and their reading comprehension. The subjects of this
research were the fourth semester students at English education department
of State Islamic Institute of Metro in the Academic Year of 2019/2020. To
investigate and calculate the

correlation between those variables, the researchers applies Product-moment

Pearson- correlation. The result of data analysis shows that r observed for
correlation between cohesion understanding and reading comprehension is
0.728, after considering the Product Moment table by using df 30 it can be
found that the critical value of r Product Moment for the 5% level is 0.361 and
for the 1% level is 0.463. The data confirmed that r observed is higher than r
table. Therefore, it can be inferred that there is a positive and significant
correlation between the students cohesion understanding and reading
comprehension among the fourth semester students at English education
department of State Islamic Institute of Metro in the Academic Year of
2019/2020.

According to Stephanie M Hammerschmidt‐Snidarich, et. al (2019).

Repeated reading (RR) is a common fluency intervention, but recent studies
comparing RR to continuous reading (CR; i.e., wide reading) found no
significant differences in effects. This prompts the question of whether the
mechanism that improves skills is repeatedly reading portions of connected
text, or simply reading connected text. The current study examined the
differential effectiveness of RR and CR for increasing oral reading fluency rate
(ORF) and comprehension of 40 students in second and third grades,
randomly assigned to receive the RR or CR intervention. Students in both
conditions received a standardized amount of practice (dosage) in the form of
number of words read during each intervention session. All but two
participants increased their ORF and there were no significant differences
between groups on posttest ORF or broad comprehension. Moreover,
students with the highest pretest scores made slightly more growth regardless
of condition. Students in the RR group demonstrated significantly higher
comprehension of practiced passages and students in the CR condition
reported significantly higher levels of intervention acceptability. Implications
for reading fluency intervention research and practice are discussed.

Another study by Jane Oakhill, et al. (2019) The Simple View of

Reading indicates that reading comprehension is based upon two broad skills,
language comprehension and word reading. This chapter explores the many
factors that directly impact language comprehension and reading
comprehension apart
from word reading skills. Vocabulary, inferencing, background
knowledge, comprehension monitoring, and knowledge of text structure are all
explored in detail. How these factors interact with reading comprehension and
with one other is described, and how to best improve these skills in struggling
comprehenders is also presented.

According to Shirdon, Naima (2019). The purpose of this study was to

examine the effects of the repeated reading and dialogic reading interventions
on listening comprehension outcomes of at-risk preschoolers. Repeated
reading is defined as reading the text of the storybook twice while dialogic
reading is defined as employing a series of prompts and questions to engage
the child in a back-and-forth about the storybook. The first phase of the
intervention involved repeated reading while the second phase of the
intervention combined repeated reading with dialogic reading. The researcher
used single-subject multiple baseline experimental designs across
participants. The participants were four students from a university-affiliated
preschool who were identified as at-risk. Participants’ listening comprehension
of storybooks was measured through a series of factual and inferential
researcher-developed questions. Visual analysis and descriptive statistics
were used to examine the effects of the interventions. Results indicate that
repeated reading and dialogic reading can improve listening comprehension
outcomes of at-risk preschool students.
 A study by Quinn & Wagner (2018). We will summarise the size of the
bivariate relations between language skills in preschool and later reading
comprehension and examine factors that possibly moderate them (e.g., age,
test type). As type of reading comprehension assessment has been shown to
be associated with the strength of correlation between the reading
comprehension and the other two main components in the simple view of
reading, we hypothesize that tests with open-ended questions are more
dependent on language comprehension skills than tests using a multiple-
choice
or a cloze procedure. Importantly, tests that use similar procedure to
tap the student's comprehension of text may differ in other aspect. The current
study summarises studies of the correlation between preschool skills and later
reading comprehension. However, most studies in this review only include a
single reading comprehension test involving open-ended questions and it
remains for future studies to clarify whether the type of reading
comprehension test has important effects on the relative importance of word
recognition and linguistic comprehension as predictors of reading
comprehension. Tests with open-ended questions may be more dependent on
linguistic comprehension skills than tests using a multiple-choice or a cloze
procedure. Importantly, tests that use similar procedures to assess the
students' reading comprehension may differ in other aspects (i.e., vocabulary,
testing procedure). Our meta-analysis summarises the correlations between
abilities in preschool and later reading comprehension across different types
of reading comprehension assessment, examining the possible moderating
effects of the type of assessment. Explaining variation across different
assessment types is one of the key strengths of a meta-analysis that
synthesizes several primary studies.

References

S.P. Ardoin et al.

Examining the impact of feedback and repeated readings on oral reading
fluency
(2013)

S.L. Dowhower
Effects of repeated reading on second-grade transitional readers' fluency and
comprehension
(1987)

P.A. Herman
The effect of repeated readings on reading rate, speech pauses, and word
recognition accuracy
(1985)

S.P. Homan et al.

Effects of repeated readings and no repetitive strategies on students' fluency
and comprehension
(1993)
CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, research procedure, the

subject of the study, determination of sample, research instrument and
statistical treatment of data.

3.1 Research Design

This study adopted the causal comparative method of research.
In causal comparative method of research, it attempts to determine and
established the variables of the study. It involves personal interaction
with groups of people to gather needed information and use it for
analyzing, classifying, and tabulating data on relationships as well as
making interpretation of such data. The researchers will collect the data
through survey questionnaires in order to know the efficacy of repeated
reading comprehension among G9 students in Tagoloan National High
school.

3.2 Research Locale

Tagoloan National High School Tagoloan National High School,
located in the Municipality of Misamis Oriental, Northern Mindanao, is a
well-established public high school catering to a diverse student
population. The school is known for its rigorous academic programs,
competent faculty members, and commitment to providing an inclusive
learning environment. Tagoloan National High School offers a
comprehensive curriculum that includes various subjects, including
English, which places a significant emphasis on reading comprehension
skills.
 Figure 1. Map of the Research Locale

3.3 Respondents of the Study

The respondents of this study are the random Grade 9 students in
Tagoloan National High School.
Category of Respondents Number of Respondents
Random Grade 9 students in 50
Tagoloan National High School.
Total; 50
 3.4 RESEARCH INSTRUMENT
The main tool used in this study was a survey questionnaire with
five different questions made by the researchers. The survey
questionnaire was being distributed by the random Grade 9 student in
Tagoloan National High School. To gather data on factors such as
reading habits, motivation, and self-perception as readers, surveys and
questionnaires may be administered to both the experimental and
control groups. These instruments will help researchers assess any
potential differences between the groups and identify additional
variables that may influence reading comprehension outcomes.

3.5 SAMPLING PROCEDURE

In order for us to gather our data, we had to conduct a survey first.

Which we did, in our case we use the convenience sampling in which we only
had to conduct our survey if it’s convenient for the students from grade 9
levels. Some of the students could be busy or they’re on their class, that’s
why we chose convenience sampling so we won’t get to disturb someone
who’s in a middle of something important.
 3.6 SCORING PROCEDURE

QUESTIONS SCALE PERCENTAG CATEGORY INTERPREATA

E TION

Q1. Does It is shown here

repeated at the table that
reading help all of the grade
2 100% yes
you improve 9 students
your reading stated that
comprehension repeated
? reading helps
them improve
their reading
comprehension

it is clear that
the no one
voted or
answered no on
the question
given which
1 0% no
means that
repeated
reading have
help students
improve their
reading
comprehension.

Q2. Have you Majority of the

familiarized students said
some that they’ve
uncommon 2 94 yes familiarize some
words through uncommon
repeated words through
reading? repeated
reading.

Some of the
students said
that they have
not familiarize

1 6% no some
uncommon
words through
repeated
reading.

Q3. Does All of the 50

repeated grade 9
reading help students that we
you to have conducted
understand/ 1 100% yes our survey
comprehend stated that
what you’ve they’ve
read? comprehend
what they’re
reading
because of
repeated
reading.
 No one

2 0% answered for no
no
on the question
given

Q4. Repeated All the 50 grade

reading is a 9 students that
strong we’ve
technique to conducted our
improve your 2 100% Agree survey with
reading agreed that
comprehension repeated
? reading is a
strong
technique to
improve their
reading
comprehension

No one

0% answered for no
1 Disagree
on the question
given

Q5. Is there any Majority of the

way that students stated
repeated that repeated
reading can 2 60% yes reading have
affect your affect their
reading reading
comprehension comprehension,
? in a good way.
 Some of the
students
answered no ,
and stated that
1 40% no repeated
reading didn’t
affect their
reading
comprehension.
 3.7DATA GATHERING PROCEDURE

Us, researchers intend to gather our data through surveillance among

the random grade 9 students here in Tagoloan National High School, all of the
questions connected to our topic were listed on our survey paper in which the
opinion or statement of the grade 9 students were needed to gather our data
for this study.

3.8 Statistical Treatment

The results will be presented in the form of tables, charts, and

graphs to provide a clear visual representation of the findings. Statistical
analyses, including p-values, confidence intervals, and effect sizes, will
be reported to support the conclusions drawn from the data.
CHAPTER IV

ANALYSIS

To analyze the efficacy of repeated reading for reading comprehension

among random grade 9 students, data was collected and studied from the
responses of 50 random students who stated that repeated reading is a
strong technique to enhance their reading comprehension, with a 100% from
our 50 respondents. Students agreed and stated that repeated reading really
is a great help to improve their reading comprehension.

4.1 INTERPRETATION
The data indicates that repeated reading is an effective technique to
use on enhancing students reading comprehension with a 100% on the pie
chart, 50 students from the grade 9 levels agreed that repeated reading is a
strong and effective technique that helps them improve their reading
comprehension.
Pie chart

4.2

Q1. Does repeated reading help you improve your reading

comprehension?

100%

yes no

Based from the pie chart above, you could see that repeated
reading did really help students to improve their reading
comprehension, it has 100%. All of the 50 random grade 9
students said yes to the question above.
4.3

Q2. Have you familiarize some uncommon words through

repeated reading?

6%

94%

yes no

Based on the pie chart above , it is shown that majority of the random grade 9
students said that they could familiarize some uncommon word through
repeated reading, with a 94% while 6% of the students from grade 9 said no.
4.4

Q3. Does repeated reading help you to understand/ comprehend what you’ve
read?

100%

yes no

Based from the pie chart above it is shown that repeated reading helped the
random grade 9 students to understand/comprehend what they’re reading,
with a 100% of the 50 respondents.
4.5

Q4. Repeated reading is a strong technique to improve your reading

comprehension

100%

agree disagree

Based from the pie chart above, It is shown above that all of the students that
we’ve conducted our survey with agreed that repeated reading is a strong
technique to improve their reading comprehension, with a 100% of the 50
respondents.
4.6

Q5. Is there any way that repeated reading can affect your reading
comprehension

40%

60%

yes no

Based from the pie chart above , it shows that 60% of the students said that
there’s a way that repeated reading could affect their reading comprehension
in a good way many of them said that they are improving their reading
comprehension through repeated reading , while 40% of the respondents
stated no.
CHAPTER V

SUMMARY OF THE FINDINGS

By the end of the researcher’sstudy, it was figured out that repeated reading
is an effective technique that helps students improve their reading
comprehension,and after gathering our data we’ve seen from the survey
papers that 50 students from grade 9 levels here in Tagloan National High
School that it is a good help to them and it could not lessen their ability to
comprehend. From further investigation, as a result of our study it is proven
that repeated reading has a strong impact on students to enhance their
reading comprehension.

5.1 CONCLUSION

By the end of this study, we’ve finally got the answers of our questions
for this topic in which we discovered that most of the students that we
conducted our survey with confirmed that repeated reading has a big impact
for them grade 9 students to improve their reading comprehension, not only
about their comprehension but because of repeated reading they’ve also
enhance their fluency in reading.
 5.2 RECOMMENDATION

Teachers

 Read books
 Engage on reading activity

Students

 Use repeated reading technique to comprehend what you are reading

 spend more time on reading
 slow down when you are reading
 seek some help to avoid more stress

future researcher

 clear your mind

 concentrate
Appendix A

Dear Sir/Ma’am,

In connection to the research stipulated in the Grade – 10

Curriculum, we the students from Grade – 10 Dainty would like to ask
permissions to conduct a survey on our research entitled, THE
EFFICACY OF REPEATED READING FOR READING COMPREHENSION,
the research aims to determine the problems arises related to the
topic/title.

Thank you very much Ma’am/Sir for allowing us to use your precious
time. Your favorable response will be great help to us.

God bless you and more power.

JENNEFER A. MAESTRADO The researchers:

English Teacher
Appendix B

THE EFFICACY OF REPEATED READING COMPREHENSION

AMONG G9 STUDENTS IN TAGOLOAN NATIONAL HIGH SCHOOL.
S.Y: 2022-2023.
1. Does repeated reading help you improve your reading
comprehension?
___ Yes ___No
2. Have you familiarize uncommon words through repeated reading?
___ Yes ___No
3. Does repeated reading help you to understand/ comprehend what
you’ve read?
___ Yes ___No
4. Repeated reading is a strong technique to improve your reading
comprehension.
___Agree ___Disagree
5. Is there any way that repeated reading can affect your reading
comprehension.
___Yes, Explain ___No, explain
Appendix C

Vitae curriculum
THE RESEARCHERS

Name: Naveric P Aninon Name: Joyce Nicole C Galceran

Age: 16 yrs old Age: 15 yrs old

Birthdate: December 05, 2006 Birthdate: July 02, 2007

Sex: Male sex: Female

Name: Ritchelle Aras Name: John Paul Cajote

Age: 16 yrs old Age: 16 yrs old

Birthdate: April 22, 2007 Birthdate: febuary 25, 2007

Sex: Female Sex: Male

28
Name: Ana Rose Tadle Name: Desiree Minoza

Age: 16 yrs old Age: 16 yrs old

Birthdate: December 11, 2006 Birthdate: September 20, 2006

Sex: Female Sex: Female

Name: Clarence Dave Sepe Name: Robiegane Echano

Age: 15 yrs old Age:

Birthdate: September 13, 2007 Birthdate:

Sex: Male Sex: Female

 Documentation

The researchers of this study entitled “the efficacy of repeated reading for reading
comprehension” conducted their survey among grade 9 students. The pictures below
shows the process of the researchers surveillance on the grade 9 students of
Tagoloan National High School.
The process on gathering our the data, after we conducted our survey we continued
working on our research by gathering our data through tally.
“the efficacy of repeated reading on reading comprehension among grade 9 student
on Tagoloan National High School S.Y 2022-2023”
By:
Naveric P. Aninon
Joyce Nicole C. Galceran
John paul Cajote
Desiree Minoza
Ritchelle Aras
Ana rose Tadle
Robiegane Echano
Clarence dave sepe

THANKYOU!