DEVELOPING ENGLISH READING LITERACY THROUGH INTERACTIVE READ-ALOUD STRATEGY.

ENGLISH LANGUAGE TEACHING

The study investigates the effectiveness of Interactive Read-Aloud (IRA) compared to Traditional Read-Aloud (TRA) strategies in enhancing English reading literacy among seventh-grade students at Coronobe Integrated School. Using the Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool, control and experimental groups underwent pretests and posttests to gauge their reading proficiency. The experimental group received IRA while the control group received TRA. Results indicated a significant improvement in the experimental group's competency levels post-intervention, suggesting the effectiveness of IRA in developing reading literacy. IRA was found to actively engage students, promote comprehension skills, and nurture critical thinking. Both strategies showed effectiveness, but IRA yielded a slightly higher mean, indicating its superiority. Hence, the study recommends IRA for teachers aiming to implement engaging reading strategies that foster collaboration and confidence among students. This finding suggests that in conducting reading remediation, educators should explore strategies that empower students rather than solely relying on teacher-led approaches. By incorporating IRA, students can interact with peers, enhancing their learning experience. The positive outcomes of the study advocate for the adoption of IRA by reading teachers seeking to enhance students' reading proficiency and overall literacy skills.

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