Effectiveness of Read-Aloud Technique to Enhance the Reading Comprehension Skills of Grade 1Learners

AUTHOR(S)

MARILYN E. BRINA

ABSTRACT

— Conducting or regular reading activities to learners help improve their performance in reading and one of the techniques used by some grade 1 teachers is the integration of read-aloud technique in reading. Teachers usually prepare differentiated reading activities and materials and used them every time learners are playing and doing leisure time. Teachers believe that constant practice makes it perfect. Hence, this technique has been used by the researcher since she was assigned as grade 1 teachers but unfortunately it was not documented. Hence, this study was formulated to evaluate the significant difference in the performance of the Grade 1 learners before and after the integration of readaloud technique in teaching reading. The researcher utilizes the result of the Comprehensive Rapid Literacy Assessment (CRLA) for Grade 1 and make it as base line data in the crafting of intervention activities and resources. Involving the 24 grade 1 learners enrolled in the identified school where the researcher is teaching and being the adviser of the said learners, it is fitting to conduct intervention activities for the pre-test data shows an alarming data to implement the intervention. With the learning resources she crafted and participation of the learners, the result of the post-test has increased. Unfortunately, not all of the learners attained the grade ready level but most of them able to achieve success or improved their reading performance. Based on the data, it was revealed that there is a significant difference in the performance of Grade 1 learners before and after the integration of read-aloud technique in teaching reading. The fact that a notable difference in the performance existed before and following the intervention implies that the technique or strategy was a successful teaching tool in enhancing learners’ comprehension of and interpretation of texts. This was brought by the interactive and stimulating quality of read-aloud sessions, which most likely produced improved listening comprehension, vocabulary building, and critical thinking abilities. The findings justify the continued application of the read-aloud method as a vital element of early reading instruction to further enhance young readers’ comprehension skills. Keywords — Effectiveness, Read-Aloud Technique, Reading Comprehension Skills, Grade 1 Learners