Reading Fluency Through Repeated Reading Techniques Among Grade 6 Learners in Biga Elementary School, Biga, Lobo, Batangas

Abstract

Reading is a fundamental skill that forms the foundation of all learning and is indispensable to academic success. It is not merely the ability to decode words on a page but also to comprehend, interpret, and analyze increasingly complex texts. Mastery of reading enables learners to access knowledge across all subject areas, making it a core priority in education systems around the world. In the Philippine context, the 1987 Constitution underscores the critical role of education in national development.

This study examined the effectiveness of repeated reading techniques in improving the reading fluency of forty (40) Grade 6 learners from Biga Elementary School, Lobo, Batangas, during the 2025–2026 academic year.

This study uses a quasi-experimental research design, specifically a pre-test and post-test, to examine the effectiveness of repeated reading techniques in improving the reading fluency of Grade 6 learners. This design involves measuring students’ reading fluency before and after the intervention without the inclusion of a control group. The purpose is to determine whether repeated reading leads to significant gains in fluency metrics such as reading rate, accuracy, and prosody.

The  findings revealed that Repeated Reading Techniques effectively improved the reading fluency of Grade 6 learners in terms of speed, accuracy, and prosody. In reading speed, learners at the Frustration Level decreased from 50% to 12.5%, while those at the Independent Level increased from 12.5% to 42.5%. In reading accuracy, the percentage of students at the Frustration Level dropped from 55% to 15%, while the Independent Level increased from 15% to 45%.For prosody, learners at the Developing Level decreased from 45% to 15%, while both the Proficient and Advanced Levels increased to 42.5%. The findings showed that repeated reading significantly enhanced students’ fluency, confidence, and comprehension, making it an effective strategy for improving reading performance among Grade 6 learners.

The study concludes that Repeated Reading is an effective strategy to improve learners’ speed, accuracy, and expression, moving them from struggling readers to fluent, independent ones. The strategy helped learners develop better word recognition, faster reading speed, and more expressive reading.