Action Research For Kindergarten

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.

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Republic of the Philippines

USING REPEATED READING APPROACH (RRA) TO IMPROVE READING

their reading is laborious, understanding of text is hampered.

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

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

Part II: Findings and Insights

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

pupils improved their reading performance based on the table above.

Part III: Summary

should be given priority.

or make a clarifications upon reading it.

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