Improving Reading Fluency among Frustration Level Readers of Grade 5 and 6 Pupils Through Repeated Reading Interventions

Juwilyn P. Balansag
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Juwilyn P. Balansag: Tipan Elementary School, Division of Ozamiz City

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 787-800

Abstract: This action research investigated the impact of repeated reading interventions on Grade 5 and 6 frustration-level readers at Tipan Elementary School, addressing the need for effective strategies to improve reading fluency among students experiencing significant reading difficulties. The study aimed to determine how these interventions could enhance reading fluency and comprehension. The research utilized a mixed-method design, involving both quantitative and qualitative data collection techniques. A purposive sampling approach selected participants who were identified as frustration-level readers based on their initial reading assessments. Data were gathered through pre- and post-intervention standardized reading tests and comprehension assessments, along with qualitative observations and student reflections. The intervention consisted of repeated reading practices over a specified period, with students engaging in multiple readings of selected texts to improve fluency. Standardized reading tests and comprehension assessments were used for quantitative data, while thematic analysis was applied to qualitative data from observations and student reflections. Descriptive statistics, including mean scores and frequency distributions, were employed for data analysis. The average mean scores for reading speed and comprehension increased significantly, with mean values of 3.45 and 3.40, respectively, indicating a strong positive impact of the repeated reading interventions. Improvements in pronunciation were observed, with a mean score of 3.20, while reading expression and intonation showed more modest gains, with a mean score of 2.85. The study confirmed that repeated reading interventions effectively enhanced reading fluency among frustration-level readers. The findings support the use of targeted reading strategies to improve fluency and comprehension, contributing to a deeper understanding of how specific interventions can address reading difficulties. These results validate the efficacy of repeated reading practices and provide actionable insights for educators seeking to support struggling readers.

Date: 2025
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