Oral Repeated Reading at Audio-Assisted Repeated Reading Bilang Interbensyon sa Kasanayan ng mga Mga Mag-aaral sa Gawaing Pagbasa
Authors: Calibayan Maria Luz Dela Saura , Valenia Jame Amigos 
Published: January 2023

Abstract

        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.

          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.

            It was found out that the accuracy and speed in reading increased when oral repeated reading and audio-assisted repeated reading were utilized.

            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.

         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.

 

 

Abstrak

            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.

            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.

       Natuklasan na umangat ang kawastuhan at bilis sa pagbasa ng mga mag-aaral nang gamitan ng oral repeated reading at audio-assisted repeated reading.

      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.

       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.