Enhancement of the Oral Reading Fluency of Grade 9 Students in Lumbang na Matanda National High School

Abstract

INTRODUCTION

Oral reading fluency is the ability to read connected text quickly, accurately, and with expression. It is one of the several components required for successful reading comprehension. It is one of the most important skills that a language student should be able to develop as early as in Kindergarten. Poor oral reading fluency is considered as one of the major setbacks in language teaching. In this study, the researchers identified the factors that affect the oral reading fluency of the Grade 9 students as well as ways to improve the said skill.

METHODS

The Descriptive Method of research was utilized by the researcher. Through thorough reading and research, a questionnaire was successfully made. Seventy-four (74) Grade 9 students answered the questionnaire. Several statistical tools were also employed to acquire accurate results.

RESULTS

The common problems encountered by the students were: (a) incorrect pronunciation; (b) incorrect phrasing; (c) reversal; and (d) repetition. It was revealed in the research conducted that the most common problem encountered by the students when it comes to oral reading is incorrect pronunciation while the least common problem is reversal. The common strategies utilized by the teacher were:(a) teaching vocabulary words; (b) teaching homographs; (c) visiting informative places; and (d) teaching homophones. It was also revealed that the most effective strategy utilized by the teacher is teaching vocabulary words and the least effective strategy is visiting formative places.

DISCUSSIONS

The findings in this study suggest that the teachers must exert more effort in correcting common problems of the students in oral reading fluency. The teacher must provide interesting reading materials that would encourage students to reading. The problems revealed in this study must be addressed in order to formulate remediation activities in improving oral reading fluency. Moreover, the teaching force must strengthen the school’s developmental reading program.