USING COLLABORATIVE READING STRATEGIES TO IMPROVE ORAL FLUENCY OF GRADE SIX STUDENTS: A QUASI-EXPERIMENTAL STUDY

Elementary Education

ABSTRACT USING COLLABORATIVE READING STRATEGIES TO IMPROVE ORAL FLUENCY OF GRADE SIX STUDENTS: A QUASI EXPERIMENTAL STUDY JHONALYN S. SON This study investigated the effects of collaborative reading strategies on the oral fluency of Grade Six students at Bagnan Elementary School during the academic year 2024–2025. A quasi-experimental one-group pretest-posttest design was utilized, involving 18 Grade Six pupils as participants. The intervention included the application of repeated reading, partner reading, and timed reading strategies over a six-week period. The Philippine Informal Reading Inventory (Phil-IRI) served as the primary tool for assessing oral fluency, specifically in the areas of accuracy, speed, and comprehension. The results showed a significant improvement in the oral fluency of students after the implementation of the collaborative reading strategies. The posttest scores indicated that the students moved from the "Frustration" level to either "Instructional" or "Independent" levels in all components of oral fluency. Furthermore, statistical analysis using a paired sample t-test revealed a significant difference between the pretest and posttest results, confirming the effectiveness of the intervention. Based on the findings, it is recommended that teachers incorporate collaborative reading strategies in literacy instruction to enhance students’ reading skills. Additionally, school leaders are encouraged to support the implementation of such strategies by providing training and resources. Further studies may explore the long-term effects of collaborative reading on other aspects of literacy development. Keywords: collaborative reading strategies, oral fluency, repeated reading, partner reading, timed reading, accuracy, speed, comprehension

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