Enhancing Reading Fluency: Repeated Reading of Researcher Made-Localized Materials

Abstract

The ability to read fluently and effectively is one of the keys to opening doors to educational success. Although the importance of fluent reading has been taught to learners at school, there are still many students who are having difficulty reading fluently. To address the problem stated, researchers of this study used four (4) researcher-made localized materials, which are repeatedly taught. This study utilized the multiphase mixed method research design to determine the effect of the intervention program on the reading fluency of the students. It was conducted to determine the struggling readers of 11th-grade HUMSS students at John J. Russell Memorial High School. The researchers conducted pre-assessment reading and determined 35 readers who subsequently served as the participants. After the intervention program, it was observed that the participants attained higher Word Correct Per Minute (WCPM) in their post-test. The pre-test recorded mean score was 116.97 WCPM, while the post-test recorded mean was 139.66 WCPM. The p-value of the data set is (p < 0.001), which denotes that the difference between the results of the pretest and posttest is highly significant. This was also further strengthened by the feedback obtained from the students through a guided interview. Based on the participants’ statements, repeated reading of researcher-made localized materials has improved their reading speed and their reading accuracy.