Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 10 (2025)

Reading Aloud Strategy in Improving Fluency among Grade 6 Learners

Kathleen Verna Mae Galarpe | Reynilda C. Alferez

Discipline: Education

 

Abstract:

The study aimed to determine the effect of the Reading Aloud Strategy (RAS) on improving reading fluency among Grade 6 learners of Pontacon Elementary School, Initao South District, Misamis Oriental, for School Year 2024-2025. Reading fluency marked by accuracy, speed, and expression is a key element for academic performance, but numerous learners lack this skill, evidencing hesitation, mispronunciation, and absence of interest. The research utilized onegroup pretest-posttest design, measuring the reading fluency of 17 Grade 6 learners using the Philippine Informal Reading Inventory (Phil-IRI) pretest and posttest after implementing RAS during a four-week intervention period. Results indicated that an overwhelming majority of learners scored initially in the "Frustration" range in their pretest scores. Post-intervention, a marked improvement was noted, with 23.5% still in this category, but the percentage of learners reaching "Independent" status increased to 17.6%. Gain scores showed moderate progress with subjects, supporting the efficacy of RAS in developing reading fluency. Subjects had a positive attitude toward reading aloud, with a mean rating of 3.61, showing that they appreciated the strategy for improving fluency. Statistical comparison with the Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores, emphasizing the effectiveness of RAS. Based on this study, it is concluded that consistent use of the Reading Aloud Strategy can significantly enhance reading fluency and confidence among learners. Recommendations are to incorporate RAS in the curriculum, offer teachers professional development, engage parents, and provide ongoing evaluation to accommodate learners' varying needs. Future studies should investigate the long-term impact of RAS and its use in other educational settings to contribute to the continuous development of literacy education.



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