GUIDED READING APPROACH:AN INTERVENTION FOR IMPROVING SPEED AND COMPREHENSION OF PUPILS AT THE 5TH GRADE

Teaching and Learning

This action research investigated the effectiveness of the Guided Reading Approach using Marungko-based video lessons in improving the reading speed and comprehension of Grade 5 pupils at Balatikan Elementary School. The study was conducted in response to the increasing number of learners experiencing reading difficulties during the shift to remote learning in the new normal. Specifically, many Grade 5-Narra pupils demonstrated frustration-level reading behaviors such as frequent stopping, skipping, and omission of words, which negatively affected their fluency and comprehension. The study aimed to determine the level of reading comprehension and speed of the participants before and after the intervention, identify significant differences in reading performance, and describe improvements in oral reading behaviors following the guided reading sessions. A descriptive pre-test and post-test action research design was utilized involving 30 purposively selected Grade 5-Narra pupils identified at the frustration level based on the PHIL-IRI assessment. Research instruments included PHIL-IRI reading passages, Marungko-based video lessons, written scripts, and an observation checklist. The intervention lasted for three weeks and consisted of daily one-hour guided reading sessions that incorporated multisensory instruction, repeated reading, video-based modeling, finger tracking, peer-assisted activities, and immediate corrective feedback. Data gathered from pre-tests and post-tests were tabulated and analyzed to measure improvements in reading speed, comprehension, and oral reading behaviors. Findings revealed significant improvement in pupils’ reading performance after the intervention. The average reading speed increased from 36.2 words per minute (WPM) in the pre-test to 64.6 WPM in the post-test, reflecting an average improvement of 81.3%. In terms of comprehension, 16 pupils advanced to the independent level and 10 pupils reached the instructional level after the intervention. Overall, 87% of the participants improved their reading comprehension levels. Observations also showed reduced skipping and omission of words, improved word recognition accuracy, better attention to punctuation, and increased confidence and engagement during oral reading activities. The study concluded that the Guided Reading Approach using Marungko-based video lessons was an effective intervention for improving reading fluency, comprehension, and oral reading behaviors among struggling readers. The findings suggest that structured guided reading combined with audiovisual support and immediate feedback can significantly enhance learners’ reading performance in Filipino. The study further recommends the regular integration of guided reading activities, development of contextualized video lessons, and continued collaboration among teachers and parents to strengthen reading instruction and support struggling learners.

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