Effects of Reading Strategies (5 Finger Retell Test and Fluency Check)for Comprehension of Grade ll to Grade IV Learners of Kabulusan Elementary School

Abstract

INTRODUCTION

Every teacher has ultimately the same wish for their students. They want them to not only succeed but to excel in all areas of life. One of the ways that can facilitate this wish is to give the gift of literacy. In order to become literate, all children must increase their comprehension of what is being read to them aloud or what they are reading individually. All students learn comprehension at varying rates and need different amounts of guidance to increase comprehension. Some students need little to no help comprehending while others struggle to attend long enough to accurately restate what they have heard or read. As teachers, we strive to help individual students increase their reading comprehension.

METHODS

The descriptive observational method research design was used in the study. The objective is to discover the effects of reading strategies for comprehension of Grade II to Grade IV learners of Kabulusan ES.

RESULTS

It is very encouraging to see that both interventions helped student comprehension skills increase in all three classroom settings. Students who were given the 5 fingers retell intervention, fluency intervention, or both interventions at the same time were all able to increase their comprehension rates when listening or reading stories. These results left us with questions and thoughts about how to improve our interventions and incorporate them into our regular reading lesson times. In the next school year, we will detail our action plan of the next steps we would take with this research, and how we would alter our methods to put it into practice.

DISCUSSIONS

We worked with the students from Grade ll, lll, and IV of Kabulusan Elementary School. Data were collected to determine the effectiveness of both the 5 fingers retell and fluency check strategies that were implemented during our six-week study to improve reading comprehension. Following the six-week study period, data analysis indicated that student reading comprehension increased in all study groups. As a result of the findings of this Research Project, we will continue to implement both the 5 fingers retell and fluency check strategies in our classrooms.

Through our investigation, we found it helpful to document each student's score every week so we could look for patterns and pinpoint specific students who were struggling in the same area each week. By doing so, we could teach to each particular student the weakness they may have had so they were successful in using the 5 fingers retell.