Effectiveness of Paired Reading Strategy in Improving the Reading Performance of Grade 8

Abstract

INTRODUCTION

After the results of Initial Oral Reading Assessment to Grade 8n students of Palina East National High School on June 19-23, 2017. The researchers discovered that out of one hundred eighty-five (185) students, sixty-two (62) or thirty-three (33) percent were classified as Beginning Readers. Knowing that reading is the key to understanding in all learning areas as well as the tool to achieve comprehension of the different learning competencies, finding a way to help these beginning readers improve their reading skills became an immediate decision.

METHODS

The study aimed to determine the effectiveness of the scheme in improving their reading performances. The research instruments tool used was the prescribed and provided through the Division's Reading program, Systematic and Comprehensive Reading Interventions in Building. The procedure was to pair the students carefully based on their reading capabilities and learning styles. Orientation was also given how the strategy worked, Partner Readers were timed in a minute and a number of words read by every reader were also counted. Paired Reading can be done in different ways between or among friends with an idea -I and my partner read aloud and eventually be good readers.

RESULTS

The data gathered was analyzed and interpreted as the beginning, developing, approaching proficiency or advance. To determine the effectiveness of the use of the Paired Reading strategy, the statistical tool employed was the Paired Sample T-test. Based on the findings from 62 beginning readers it decreased into 20 with .000 p values.

DISCUSSIONS

Based on the data gathered, analyzed and interpreted, there is a significant difference in the results of the reading performance before and after the administration of the paired reading intervention, hence, it is recommended for adoption in schools with the same issues.