The Effectiveness of Tachistoscope Reading in Improving Reading Speed

Abstract

INTRODUCTION

Reading is a tool subject. The reader of today must be independent and proficient. All materials must be read understandably and critically at a given time. Such ability to read silently at a rapid speed is an important factor of reading proficiency. According to Eskey (2005), "the speed at which one understands meaning correctly is very essential since it represents an important measure of reader's reading competence”. He states that among the difficulties pupils' encounter is the inability to read quickly. If pupils manage to read rapidly without a concurrent drop in comprehension, their reading efficiency greatly improves.

This prompts the teachers to implement an innovative program which will equip the learner with the skills to develop silent reading speed. Improvement of the scores by training the learners to read with speed has become the aim of implementing an innovative program called Tachistoscope Reading.

METHODS

The researcher utilized the descriptive-evaluative method of research in order to weigh whether the innovative program used met the expected effect. Data are derived from 43 pupils of GLCES, in Gen.Luna, Quezon as the beneficiaries for its pilot implementation. The effectiveness of the program was measured through pre and post-test results.

The research instrument used are passages from PhilIRI Silent Reading Test. Percentage, ANOVA and T-test were applied and utilized.

RESULTS

The result of the paired difference between pre and post-test scores in reading time, and word per minute according to mean difference and the computed t-value revealed that there is a significant difference in the performance scores after the implementation of Tachistoscope Reading Program.

Thus, it can beinferred that the implementation of the Tachistoscope Reading Program improved pupils' reading speed. Hence, the null hypothesis that there is no significant difference between the pre-test and post-test mean scores after the implementation of the innovative program is hereby rejected.

DISCUSSIONS

1 The pupils demonstrated a decrease in the number of slow readers and increase in fast readers.

2. The reading time and wpm of female and male respondents significantly improved.

3. The figures revealed that the Reading Time of the respondents garnered a higher improvement in Post-Test Scores compared to the Pre-test scores as indicated in the mean difference which decreases in reading time consumed while the result of word per minute increases. The standard deviation greatly homogenized in scores.