Oral Repeated Reading at Audio-Assisted Repeated Reading Bilang Interbensyon sa Kasanayan ng mga Mga Mag-aaral sa Gawaing Pagbasa

Abstract&#x0D; This study intends to determine whether audio-assisted repeated reading or oral repeated reading could really help in the accuracy, speed and comprehension on the text reading. It aimed to answer the following: (1) to determine the level of learning in reading of the students in pretest according to accuracy, speed and comprehension before audio-assisted repeated reading and oral repeated reading are done; (2) to determine the level of learning in reading of the students in the posttest according to accuracy, speed and comprehension after doing the audio-assisted repeated reading and oral repeated reading as intervention; 3) to determine if there is a significant difference on accuracy, speed and comprehension in the posttest of students on audio-assisted repeated reading and oral repeated reading; and (4) to determine whether of the two strategies sing no page saying on paper they burned it chamois deepa insertaudio-assisted repeated reading or oral repeated reading helped slow readers improve their accuracy, speed and comprehension.&#x0D; Students from Grade 7 of Matalam High School, Cotabato were the participants of the study. Fot the research design of the study Quasi-experimental was utilized. Quantitative-Normative comparison was used in assessing the results of oral repeated reading and audio-assisted repeated reading while descriptive-qualitative was utilized in the focus group discussion.&#x0D; It was found out that the accuracy and speed in reading increased when oral repeated reading and audio-assisted repeated reading were utilized.&#x0D; T-test for dependent samples was utilized in determining the accuracy, speed and comprehension for the pretest and posttest of the participants. T-test for independent samples was used in testing the relationship of the results in audio-assisted repeated reading and oral repeated reading.&#x0D; In summary, any of the two strategies could aid to enhance the accuracy, speed and comprehension in text reading among students who are slow in reading activity.&#x0D; &#x0D; &#x0D; Abstrak&#x0D; Nilayon ng pag-aaral na ito na matukoy kung alin sa audio-assisted repeated reading at oral repeated reading ang higit na makatulong sa kasanayan ng mga mag-aaral kaugnay sa kawastuhan, bilis at pag-unawa sa binasang teksto. Sinikap na sagutin ang mga sumusunod: (1) Matukoy ang antas ng kasanayan sa pagbasa ng mga mag-aaral sa pretest hinggil sa kawastuhan, bilis at pag-unawa bago isagawa ang audio-assisted repeated reading at oral repeated reading; (2) Matukoy ang antas ng kasanayan sa pagbasa ng mga mag-aaral sa posttest kaugnay sa kawastuhan, bilis, at pag-unawa pagkatapos maisagawa ang audio-assisted repeated reading at oral repeated reading bilang interbensyon; (3) Matukoy kung may makabuluhang pagkakaiba ang kawastuhan, bilis at pag-unawa sa posttest ng mga mag-aaral sa audio-assisted repeated reading at oral repeated reading. (4) Madetermina kung alin sa audio-assisted repeated reading at oral repeated reading ang nakatulong upang mapaangat ang kawastuhan, bilis, at pag-unawa ng mga mag-aaral na may kahinaan sa pagbasa. Saklaw ng pag-aaral na ito ang mga mag-aaral na kabilang sa Grade 7 ng Matalam High School na matatagpuan sa Matalam, Cotabato.&#x0D; Ginamit sa pag-aaral ang disenyong quasi-experimental. Sa kwantitatibong pamamaraan para sa pagsuri sa resulta ng oral repeated reading at audio-assisted repeated reading ginamit ang normative comparison samantalang sa kwalitatibong pamamaraan kaugnay sa deskriptibong pagsusuri ginamit ang focus group discussion.&#x0D; Natuklasan na umangat ang kawastuhan at bilis sa pagbasa ng mga mag-aaral nang gamitan ng oral repeated reading at audio-assisted repeated reading. &#x0D; Sa pagsusuri, ginamit ang t-test for dependent samples upang suriin ang kawastuhan, bilis, at pag-unawa sa pretest at posttest ng mga kahalok. Ginamit naman ang t-test for independent samples upang suriin ang kaugnayan ng resulta sa audio-assisted repeated reading at oral repeated reading.&#x0D; Sa kabuuan, alinman sa dalawang estratehiya ay parehong nakatutulong upang pahusayin ang kawastuhan, bilis, at pag-unawa sa binasang teksto ng mga mag-aaral na may kahinaan sa gawaing pagbasa.&#x0D; &#x0D;