Effectiveness of Shared Reading Strategy in the Fluency Performance of Kindergarten Learners: Basis for Instructional Supervision

AUTHOR(S)

CARMILA P. MANAGBANAG

ABSTRACT

—— Reading is the most foundational skills in learning other areas yet a very difficult to acquire by the learner. With the present scenario in the Department of Education where literacy gap is present among learners, it is but fitting to formulate intervention activities where teachers can implement to assist them in achieving the goals in reading for every learner. Hence, this study was crafted to evaluate the effectiveness of the intervention implemented in the kindergarten class aimed at improving the fluency skills of the learners. Utilizing shared reading strategy in teaching fluency skills, the researcher employed quasi-experimental research design adopting the Early Grade Reading Assessment (EGRA) of the Department of Education (DepEd) focusing on fluency to measure the performance of kindergarten learners which was administered before and after the implementation of the intervention. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. After a series of intervention, the study revealed a significant difference in the performances of the kindergarten learners before and after the implementation of shared reading strategy in teaching fluency skills. The teaching strategy which a teacher and a learner read a text together, with the teacher providing support and guidance had influence the learners to achieve the desired learning outcomes. This strategy helps develop fluency allowing the learners to hear and practice reading in a supportive environment. Further, the way the teacher modeled fluent reading, emphasizes intonation and expression, and engages learners in the discussion about the text read, motivates the learners to strive for more, thus, making the shared reading strategy an effective intervention in improving the fluency performance of the kindergarten learners. Keywords — Effectiveness, Shared Reading Strategy, Fluency Performance, Kindergarten Learners, Instructional Supervision