Enhancing Reading Ability of Grade 2 Learners Through Fluency-Oriented Reading Instruction

Elementary Education in English Reading

This study investigated the effectiveness of Fluency-Oriented Reading Instruction (FORI) in enhancing the reading ability of 32 (thirty-two) Grade 2 learners. Recognizing that many young students begin with significant reading hesitations that impede comprehension, this research aimed to address these foundational challenges. Using a single group pre-test/post-test design, the reading abilities of Grade 2 Daisy learners were assessed before and after an intervention grounded in FORI principles, supported by consistent teacher guidance. The findings revealed a substantial and statistically significant positive relationship between pre- and post-test scores, indicating a notable improvement from a "Developing" to a "Proficient" reading level, where students maintained overall fluency and comprehension despite some initial hesitations. This compelling evidence suggests that FORI effectively fosters reading development, underscoring its potential as a vital instructional strategy. The study recommends the consistent integration of FORI into early elementary curricula and encourages further research into its broader impacts and adaptability across diverse learning environments.

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