Improving the Oral Reading Skills of Grade 12 Struggling Readers Using Digital Collaborative Reading Approach

Abstract

Introduction

This action research sought to determine the effectiveness of the Digital Collaborative Reading Approach (DCRA) as a remedial approach in improving the oral reading performance of the Grade 12 Struggling Readers of Pedro T. Orata National High School (PTONHS) for the school year 2018-2019.

Methods

Further, Digital Collaborative Reading Approach focused on the improvement of the oral reading skills of the Senior High School students with an emphasis on pronunciation.

Results

The level of oral reading skills of the Grade-12 Struggling Readers before the implementation of DCRA ranges from Developing (46.9%) Approaching Proficiency (37.5%), Beginning (12.5%) and Proficient (3.1%). After the implementation of DCRA, the level of oral reading skills of the students ranges fromAdvanced (50.0), Proficient (46.9) and Developing (3.1). Thus, there is a significant difference (.013) in the pupils' level of oral reading skills before and after the implementation of the Digital Collaborative Reading Approach.

Discussions

The students of Pedro T. Orata National High School are encouraged to read various materials in English such as newspapers, magazines, textbooks, online reading materials, and any available English reading materials for them to improve their oral reading skills. Language teachers are also stimulated to continue with the implementation of the Digital Collaborative Approach to improve the oral reading skills of the High School Students of PTONHS. Schools Division Office of Urdaneta City is encouraged to create a learning material that could be directly related to the DCRA which will be composed of standard reading materials of High School students.