Effectiveness of a Repetitive ReadCycle Module with Audio-Enhanced Materials in Improving the Reading Fluency of Alternative Learning System (ALS) Learners
Keywords:
Alternative Learning System, Audio-enhanced materials, Reading fluency, Reading intervention, ReadCycle moduleAbstract
This study aimed to develop and evaluate the Repetitive ReadCycle Module with Audio-Enhanced Materials as an instructional resource to support the reading fluency of the Alternative Learning System (ALS) learners. The study responded to the need for well-organized, readily available instructional materials to support learners who have difficulty with reading accuracy, rate, and expression. This study used a Research and Development (R&D) design with a quantitative approach and a one-group pretest-posttest design involving twenty (20) Grade 11 and 12 ALS learners from selected ALS learning centers in Makilala East District, North Cotabato. A needs analysis was carried out to identify learners’ reading difficulties, learning preferences, and needs for fluency. The findings led to the development of the Repetitive ReadCycle Module with Audio-Enhanced Materials, which was expert-validated and implemented for seven weeks through Model Reading, Choral Reading, Paired Reading, and Independent Reading. Validation reading assessment tools were used to evaluate reading fluency in terms of accuracy, rate, and expression. Descriptive statistics were used to describe pretest and posttest performance, and inferential analysis was used to examine differences between the pretest and posttest. The needs analysis revealed difficulties in pronunciation, decoding, reading rate, and expressive reading, and learners preferred guided instruction, audio support, and independent practice. Descriptive results showed increases in mean scores for reading expression from 2.30 to 3.00, reading rate from 1.75 to 3.40, and reading accuracy from 1.85 to 2.10 over the course of the seven-week intervention. These findings indicate improved reading fluency after implementing the module. The changes observed should be viewed cautiously and not considered proof of a causal effect of the module, given the study design (one-group pretest-posttest design without a control group). The Repetitive ReadCycle Module with Audio-Enhanced Materials can serve as a systematic instructional tool to help ALS learners develop reading fluency.
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