Paired Reading and the Reading Fluency of Grade V-Sped Pupils of Hinatuan South Central Elementary School

Abstract

INTRODUCTION

This study focuses on reading fluency. Pupils who are struggling to read and focuses hard on just saying words correctly are the targets of the strategy named "Paired Reading".

METHODS

The study utilized the descriptive method of research employing the list of identified pupils that belong to frustration level. Students can be paired in different ways -either by the same reading ability or by more emerging readers with higher-level readers. Furthermore, younger students can be paired with older students from an upper Grade. Use the following steps to pair lower-level (or younger) readers with higher-level (or older) readers. After assessing students' reading abilities, list the students in order from highest to lowest according to reading ability. Divide the list in half. Place the student in the top slot of the first list with the student in the top slot of the second list; continue until all students have been assigned a partner.

RESULTS

The results prove the effectiveness of the Paired Reading intervention as applied to the 10 identified learners. It shows a great difference before and after the implementation. Based on the findings, out of 10 pupils who belong to frustration level at the start, 3 became independent, and 7 under instructional level.

DISCUSSIONS

The paired Reading strategy is of great help to the reading performance of underdeveloped reading skills of the identified 10 learners. This means the utilization of this strategy is needed to fill in the reading gaps. The results demonstrate how the teacher understood the responsibilities entrusted to her as a facilitator of learning and gradual development of her learners.