Strengthening reading comprehension of senior high school students through fluency development: An experimental study of Grade 12 students with reading difficulties

Abstract

This study aimed to determine the effectiveness of a fluency development intervention in improving the reading comprehension of Grade 12 students with reading difficulties. Specifically, it assessed the pretest level of their reading fluency in terms of accuracy, reading rate, and prosody, determined their reading comprehension performance before and after the intervention, tested the significant difference between the pretest and posttest scores, and developed a teaching plan to enhance reading comprehension. The study involved forty (40) Grade 12 students as respondents. At pretest, the students demonstrated a developing level of reading fluency, with relatively strong word-recognition accuracy but noticeable weaknesses in reading rate and prosody. In particular, difficulties were observed in pronouncing challenging words, reading continuously without frequent pauses, and grouping words into meaningful phrases indicating that while the students could decode most words correctly, this accuracy had not yet translated into automatic, fluent reading. Prior to the implementation of the intervention, most students did not meet the expected level of reading comprehension performance. After the implementation of the fluency development intervention, the students’ reading comprehension performance improved considerably, with the majority attaining satisfactory to very satisfactory levels. The study concluded that the intervention was effective in improving reading comprehension, with the resulting teaching plan serving as a practical framework for strengthening students’ accuracy, reading rate, and prosody. The study recommends the continuous implementation of fluency-based interventions and sustained support from school administrators, reading coordinators, and teachers to enhance literacy outcomes among learners.