Republic of the Philippines

Department of Education
Region X
DIVISION OF EL SALVADOR CITY
El Salvador City, Mis. Or.
EL SALVADOR CITY CENTRAL SCHOOL
El Salvador City, Misamis Oriental

USING REPEATED READING APPROACH (RRA) TO IMPROVE READING

ABILITY OF KINDERGARTEN PUPILS

Submitted by:

Misty Perocho
Glen Mae Mambayla
Part 1: Situation/Scenario/Setting

One of the goals in teaching reading is to have fluent readers. But, it is sad that,

after the result of Phil-IRI pretest, it showed that most of the pupils their level of reading

belongs to frustration level. One of the reasons is they are non-motivated readers.

Therefore, this study will help to improve reading ability among Grade 3 Kind pupils.

Non - fluent readers typically read in word-by-word manner and are slower and less

accurate than fluent readers in decoding. With such inadequate reading patterns, non-fluent

readers typically fall behind their peers and do not find enjoyment in reading. However

their reading is laborious, understanding of text is hampered.

Reading while listening is a form of something known as ‘repeated reading’, either

silently or aloud. Repeated Reading Approach is a tool used for mastery and to make them

familiar with the words used in the story/selection they read. Thru repeated reading pupils

could familiarize how certain words are used in the sentence. Through familiarization

pupils can gain understanding of the words and later on they understand to what is the story

all about with the used/aid of teachers activities also.

Part II: Findings and Insights

Based on the result of the pretest conducted, it revealed that there are 10 out of 25

pupils needs intervention. Which is 10 pupils belongs to frustration reading level and 15

pupils belongs to instructional reading level of the Grade Three pupils. It showed that pupils

need some intervention to reduce the number of pupils who are in frustration reading and

increase the reading level in independent level .The researcher aimed at reducing the

number of pupils who least fluent in reading from 10 to 3. Thus, based on the result on the

pretest and interview conducted, it was found out that the pupils need some follow-up
activities to be done during their enhancement activity period. The researcher came up to

an idea that the pupils need to have an approach/intervention to introduce. This was the

Repeated Reading Approach or RRA. The child can pick a story or book that he or she

wants to read or material that is being used in class.

About a month of using the Repeated Reading Approach, it was found out that the

reading performance of the Grade three pupils was improved. The pupils were very excited

and showed eagerness to read fluently without mistakes. Different activities were given to

make the reading approach more enjoyable and interesting. This RRA used in big group,

small group, and peer tutoring. Posttest was given to the pupils after a month introducing

and using the RRA. The posttest given was consisted of a passage. The pupils were reading

the passage individually and orally. As the pupils reads, the passage were marked the

miscues if there were errors upon reading it and recorded to the class reading profile. The

passage consisted of words. To rate the reading level of a pupil is to count the miscues over

number of words and multiply to 100%.It revealed that more than the target number of

pupils improved their reading performance based on the table above.

Part III: Summary

Based on the result of the posttest conducted, it was found out that Repeated

Reading Approach (RRA) was effective and efficient. Another intervention should be made

to improve the reading performance of the pupils who were belonging to frustration reading

level. Although, it is so laborious to the part of the teacher to let the non - fluent readers

especially they are now in grade 3.they badly need our help. But when they can read, your

heart or your emotion is happy. This is not our achievement but it is an achievement of a

pupil.
 Much attention should be given and more varied designed activities be implemented

not only during the enrichment period but during at home also. Parents of this group of

pupils should be called for follow up. Keeping also the track record of their performance

should be given priority.

I enjoyed facilitating them especially the time when they were eager to read during

remedial time. Dealing them was inspiring. They asked how to read, the proper intonation

or make a clarifications upon reading it.