EVALUATING THE EFFECTIVENESS OF THE REPEATED READING STRATEGY: A QUASI-EXPERIMENTAL STUDY ON STUDENTS' READING FLUENCY

Abstract

This study evaluated the effectiveness of the repeated reading strategy in improving the reading fluency of Grade 8 students at Pangutaran National High School. Specifically, the study examined students’ fluency in terms of accuracy, automaticity, and prosody using a quasi-experimental pre-test–post-test non-equivalent group design. Forty (40) struggling readers were selected and divided equally into experimental and control groups. An adapted reading fluency assessment based on established oral reading measures was used to collect data, and results were analyzed using descriptive and inferential statistics, including t-tests and analysis of variance (ANOVA). Findings revealed that prior to the intervention, both groups demonstrated low levels of reading fluency, particularly in accuracy and automaticity, while prosody was at the instructional level. After the implementation of the repeated reading strategy, both groups showed statistically significant improvements across all fluency components. However, the experimental group consistently obtained higher mean scores and demonstrated significantly better performance than the control group in the post-test. Despite these improvements, overall fluency levels in accuracy and automaticity remained within the frustration level, indicating that while progress was evident, mastery was not fully achieved within the intervention period. The results suggest that repeated reading is an effective instructional strategy that can enhance reading fluency, particularly in developing reading speed and expressive reading. The study contributes empirical evidence supporting the use of repeated reading as a practical intervention for struggling readers in classroom settings. However, longer implementation and additional instructional support may be necessary to achieve substantial improvements in all components of reading fluency.