Oral Repeated Reading at Audio-Assisted Repeated Reading Bilang Interbensyon sa Kasanayan ng mga Mga Mag-aaral sa Gawaing Pagbasa
Keywords:
reading, oral repeated reading, audio-assisted repeated reading, intervention, pagbasa, interbensyon
Abstract
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.References
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Savaiano, Mackenzie E. & Hatton, Deborah D. (2013). Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. Retrieved from https://eric.ed.gov/?id=EJ1008205.
Freeland, J.T., Skinner, C. H., Jackson, B. McDaniel, C.E. & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. Retrieved from https://psycnet.apa.org/record/2000-02451-002
Guiamalon, Bai Haguair K., Apostol, Aiza G., Alilaya, Jeehan E. (2014). Reapeated Reading: It’s Effect to the Comprehension Level of the Grade 7 Students of Lumayong High School.
Chang, Anna C. & Milett, Sonia (2015). Improving Reading Rates and Comprehension Through Audio-assisted Extensive Reading for Beginning Learners. Retrieved from https://doi.org/10.1016/j.system.2015.05.003
K-12 Compliant Worktext for the Senior High School, JFS Publishing Services, Manila, Philippines.
Williams, Jessica C., Klubnik, Cynthia, & McCall, Michael. (2009). Three Versus Six Rereading’s of Practice Passages. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2695344/.
Tompskin, Gail E. (2018). Literacy for the 21st Century: A Balance Approach, 7th Edition. Retrieved from https://www.pearson.com/us/higher-education/program/Tompkins-Literacy-for-the-21st-Century-A-Balanced-Approach-with-Revel-Access-Card-Package-7th-Edition/PGM1838003.html.
Kostewicz, Douglas E., Kubina, Richard Jr. M. (2011). Building Science Reading Fluency for Students with Disabilities with Repeated Reading to a Fluency Criterion. Retrieved form https://centralreach.com/wp-content/uploads/2019/04/2011-Kostewicz-and-Kubina.pdf
Savaiano, Mackenzie E. & Hatton, Deborah D. (2013). Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. Retrieved from https://eric.ed.gov/?id=EJ1008205.
Al Jaffal, Fatmeh Mahmud (2014). The Effect of Repeated Reading Strategy on Oral Reading Fluency of a Fourth Grade Student with Reading Difficulties. Retrieved from
https://scholarworks.uaeu.ac.ae/cgi/viewcontent.cgi?article=1112&context=all_theses.
Rainbow Reading. The Research Base of Audio-Facilitated Reading. Retrieved from http://www.rainbowreading.org.nz/wp-content/uploads/2017/08/Research-Base-of-Audio-Assisted-Reading-003.pdf
Korat, Ofra & Shamir, Adina. (2007). Electronic books versus adult readers: Effects on childrens’ emergent literacy as function of social class. Retrieved from https://www.researchgate.net/publications/228680959_Electronic_books_versus_adult_readers_Effects_on_children’s_emergent_literacy_as_a_fuction_of_social_class
Esteves, Kelli J. (2007). Audio-Assited Reading with Digital Audiobooks for Upper Elementary Students with Reading Disablities. Retrieved from https://digitalcommons.butler.edu/coe_papers/78/
Rasinski, Timothy V. (2015). Effects of Repeated Reading and Listening-While-Reading on Reading Fluency. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00220671.1990.10885946.
Lewin, Cathy (2002). Exploring the Effects of Talking Books Software in UK Primary Classrooms. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.00111.
Chang, Anna C. & Milett, Sonia (2015). Improving Reading Rates and Comprehension Through Audio-assisted Extensive Reading for Beginning Learners. Retrieved from https://doi.org/10.1016/j.system.2015.05.003
Rasinski, Timothy. V. (2004). Assessing Reading Fluency. Retrieved from https://files.eric.ed.gov/fulltext/ED483166.pdf
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Retrieved from https://psycnet.apa.org/record/1974-29172-001
Esteves, Kelli J. (2007). Audio-Assisted Reading with Digital Audiobooks for Upper Elementary Students with Reading Disabilities. Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1859&context=dissertations
Congos, Dennis H. (2011). Starting Out in Community College. Retrieved from https://sarcoline.sdes.ucf.edu/wp-content/uploads/sites/19/2017/07/Identifying_Problems_That_Lead11.pdf
Almutairi, Nouf R. (2018). Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. Retrieved from https://scholarshorks.wmich.edu/cgi/viewcontent.cgi?article=4212&context=dissertations
Samuels, J. (1979). The Mehtod of Repeated Readings. Retrieved from https://communityrading.org/documents/Samuels(1979)reprint_Repeated_Reading.pdf
Obiegbu, Ifeyinwa Rita. (2018) Reading Erros in Second Language Learners. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/2158244018792973
Savaiano, Mackenzie E. & Hatton, Deborah D. (2013). Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. Retrieved from https://eric.ed.gov/?id=EJ1008205.
Freeland, J.T., Skinner, C. H., Jackson, B. McDaniel, C.E. & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. Retrieved from https://psycnet.apa.org/record/2000-02451-002
Guiamalon, Bai Haguair K., Apostol, Aiza G., Alilaya, Jeehan E. (2014). Reapeated Reading: It’s Effect to the Comprehension Level of the Grade 7 Students of Lumayong High School.
Chang, Anna C. & Milett, Sonia (2015). Improving Reading Rates and Comprehension Through Audio-assisted Extensive Reading for Beginning Learners. Retrieved from https://doi.org/10.1016/j.system.2015.05.003
Published
2022-12-25
Section
Articles
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