ASSESSING THE EFFECTIVES OF INTENSIVE READING IN IMPROVING READING PERFORMANCE OF LEARNERS

Education

Reading difficulties among junior high school students still greatly hinder their fluency and comprehension, as well as vocabulary development. The main purpose of this research was to assess if an Intensive Reading (IR) program can enhance the reading skills of 42 Grade 7 learners from Magcagong National High School. A quasi-experimental one-group pretest-posttest design was used. The Philippine Informal Reading Inventory (Phil-IRI) was utilized to evaluate fluency, comprehension and vocabulary levels before and after the eight-week IR program. The findings revealed considerable progress in the three areas: fluency moved up from frustration to instructional level; comprehension and vocabulary improved from no mastery to nearing mastery levels. Paired sample t-tests indicated that all posttest scores had statistically significant improvements. The results indicate that Intensive Reading is a powerful literacy intervention. Schools are advised to add well-organized IR activities in their regular teaching and at the same time, give learners continuous support for their reading advancement.

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